The DOI matches its Crossref record; 39 of the 39 references it cites were found in a registry or an index.
Implicit theories, attributions, and coping: A meaning system approach.
Abstract
This research sought to integrate C. S. Dweck and E. L. Leggett's (1988) model with attribution theory. Three studies tested the hypothesis that theories of intelligence—the belief that intelligence is malleable (incremental theory) versus fixed (entity theory)—would predict (and create) effort versus ability attributions, which would then mediate mastery-oriented coping. Study 1 revealed that, when given negative feedback, incremental theorists were more likely than entity theorists to attribute to effort. Studies 2 and 3 showed that incremental theorists were more likely than entity theorists to take remedial action if performance was unsatisfactory. Study 3, in which an entity or incremental theory was induced, showed that incremental theorists' remedial action was mediated by their effort attributions. These results suggest that implicit theories create the meaning framework in which attributions occur and are important for understanding motivation.
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“This scale has construct validity and internal consistency [59, 60] and comprises three items (e.g., “You have a certain amount of intelligence and you really can’t do much to change it”).”
Citations
Cites
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Self-citationTwo-component models of socially desirable responding.
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Implicit Theories and Their Role in Judgments and Reactions: A Word From Two Perspectives
Dweck, C., Chiu, C.-Y., & Hong, Y.-Y. (1995) · Psychological Inquiry · doi:10.1207/s15327965pli0604_1 · Cited by 2,540
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Cited by
Sorted by citations
Perceived Behavioral Control, Self‐Efficacy, Locus of Control, and the Theory of Planned Behavior 1
Ajzen, I. (2002) · Journal of Applied Social Psychology · doi:10.1111/j.1559-1816.2002.tb00236.x · Cited by 7,629
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.00995.x · Cited by 3,784
Self-citationHandbook of Motivation at School
Wentzel, K. R., & Wigfield, A. (2009) · Routledge eBooks · doi:10.4324/9780203879498 · Cited by 2,516
Yeager, D. S., & Dweck, C. S. (2012) · Educational Psychologist · doi:10.1080/00461520.2012.722805 · Cited by 2,334
Self-citationMind-sets matter: A meta-analytic review of implicit theories and self-regulation.
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013) · Psychological Bulletin · doi:10.1037/a0029531 · Cited by 1,367
Metadata
- Authors
- Hong, Y.-Y., Chiu, C.-Y., Dweck, C. S., Lin, D. M.-S., & Wan, W.
- Affiliations
- Hong Kong University of Science and Technology (HK)
- Venue
- Journal of Personality and Social Psychology
- Published
- 1999
- Volume
- 77
- Issue
- 3
- Pages
- 588-599
- ISSN
- 0022-3514 (ISSN-L)
- 1939-1315
- OpenAlex
- W1973019568
- Cited by
- 1,358
- References
- 38
- Citations by year
- 2026: 46 · 2025: 67 · 2024: 88 · 2023: 86 · 2022: 87 · 2021: 82 · 2020: 96 · 2019: 85 · 2018: 75 · 2017: 75 · 2016: 80 · 2015: 59 · 2014: 52 · 2013: 60 · 2012: 56
- FWCI
- 18.21
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Personality and Social Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
- Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
- Keywords
- implicit theories of intelligence, incremental theory, entity theory, attribution theory, effort attribution, ability attribution, meaning systems, motivation, negative feedback, remedial measures
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