Abstract
In this chapter, we will introduce Mindset Theory which proposes that people hold different beliefs about the malleability of human attributes, such as intelligence and personality. Research demonstrated that these so-called mindsets or implicit theories predict a variety of key outcomes in the achievement and interpersonal domain, such as academic achievement and interpersonal aggression. The belief that people can change is usually (but not always) more adaptive than the belief that human attributes are fixed. We will introduce the cognitive and motivational mechanisms that explain how such a seemingly subtle difference in people’s beliefs (which they might not even be aware of) can produce such different outcomes. Last, we will introduce an intervention study that applied Mindset Theory to the widespread problem of bullying. This work suggests that adolescents’ mindsets can be lastingly changed which can help them to better cope with socially adverse situations.
Keywords
- Mindset
- Implicit theories
- Goal orientation
- Attribution
- Interpersonal aggression
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Notes
- 1.
The use of the term “mindset” here is different from that used in the Mindset Theory of Action Phases (cf. Keller, Bieleke, & Gollwitzer, Chap. 2).
- 2.
Performance goals are sometimes defined as competitive goals (wanting to outdo others) or as simply seeking successful outcomes (such as high grades). However, research shows that these other goals do not create the same vulnerabilities as the goal of validating ability (e.g., Grant & Dweck, 2003). Throughout this chapter we use the term performance goals to refer to the goal of validating ability.
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Bernecker, K., Job, V. (2019). Mindset Theory. In: Sassenberg, K., Vliek, M.L.W. (eds) Social Psychology in Action. Springer, Cham. https://doi.org/10.1007/978-3-030-13788-5_12
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