Believing is seeing: how people's beliefs influence goals, emotions and behaviour

Teunissen, Pim W; Bok, Harold G J

doi:10.1111/medu.12228

Cited by 99Innovations in Medical EducationEducation, Achievement, and GiftednessBehavioral Health and Interventions

Believing is seeing: how people's beliefs influence goals, emotions and behaviour

Teunissen, Pim W, Bok, Harold G J·2013·Medical Education

DOI 10.1111/medu.12228

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Abstract

Introduction: Health care professionals work and learn in complex environments. Some are able to continue learning from their practice and the challenges it presents, whereas others refrain from investing more effort when faced with setbacks. This paper discusses a social cognitive model of motivation that helps to explain the different kinds of behaviour that emerge when individuals are confronted with challenges. Self‐theories: Self‐theories (people's theories on what competence is and means for the self) play a major role in establishing the goals people set for themselves, the emotions they experience and the meanings they attach to situations. These self‐views are often not explicitly articulated and are therefore called ‘implicit’ (‘self‐’) theories. Social cognitive research suggests there are two distinct ways of thinking about one's personal attributes: entity theorists view a trait as a fixed, concrete internal entity, whereas incremental theorists instead believe a trait to be something malleable that can be developed or cultivated through effort. Holding an entity theory leads one to set performance goals and to harbour concerns about performing well and making a good impression. Holding an incremental theory tends to lead one to set learning goals, and to focus less on performance and more on spending time and effort in determining which strategies work. Discussion: The current literature on self‐theories is used to explore the relevance of these theories in medical education in three contexts: (i) it is argued that, in order to support lifelong learning, both individual and organisational efforts fit best with an incremental outlook on professional development; (ii) if it is to move forward in the domain of feedback‐seeking behaviour, medical education might benefit from a better understanding of the interactions among self‐theories, feedback behaviour, and the pervading role of organisational culture, and (iii) the impact of self‐theories on assessors' evaluations of performance.

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Encouraging a learning frame of mind makes trainees more likely to accept formative feedback.
“Supervisors should therefore encourage a learning frame of mind—this makes trainees more likely to accept formative feedback [17, 21].”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [17]
Feedback works best for learning when the trainee has learning goals rather than performance goals.
“Feedback works best for learning when the trainee has learning goals rather than performance goals [17, 35]”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [17]
Unfavourable comparisons with others may threaten self-esteem and promote a performance goal orientation, potentially hindering learning.
“Unfavourable comparisons with others may threaten self-esteem and promote a performance goal orientation, potentially hindering learning [17].”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [17]

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Additional file 1 of Supervisory dyads’ communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency
de Jonge, L. P. J. W. M., Minkels, F. N. E., Govaerts, M., Muris, J. W. M., Kramer, A. W. M., van der Vleuten, C. P. M., & Timmerman, A. A. (2022) · Figshare · doi:10.6084/m9.figshare.19681655
Additional file 2 of Supervisory dyads’ communication and alignment regarding the use of workplace-based observations: a qualitative study in general practice residency
de Jonge, L. P. J. W. M., Minkels, F. N. E., Govaerts, M., Muris, J. W. M., Kramer, A. W. M., van der Vleuten, C. P. M., & Timmerman, A. A. (2022) · Figshare · doi:10.6084/m9.figshare.19681658
What can tennis doubles teach us about medical dyads? Translating collaborative expertise into medical education
Walker, K., Asoodar, M., Meguerdichian, M. J., Kolbe, M., Rudolph, J. W., & Teunissen, P. W. (2026) · Medical Teacher · doi:10.1080/0142159x.2026.2621216
Self-citation
The repeated exam failure might affect further underachievement of MD students, especially first-year females – the single-centre observation based on selected yearlong courses
Orczyk, K., Polguj, M., & Kostka, T. (2026) · BMC Medical Education · doi:10.1186/s12909-026-09279-4

Authors: Teunissen, P. W., & Bok, H. G. J.
Affiliations: Maastricht University (NL)
Utrecht University (NL)
Corresponding author: Teunissen, Pim W
ORCID: Teunissen, Pim W
Bok, Harold G J
Venue: Medical Education
Publisher: Wiley
Published: 2013-10-13
Volume: 47
Issue: 11
Pages: 1064-1072
ISSN: 0308-0110 (ISSN-L)
1365-2923
DOI: 10.1111/medu.12228
OpenAlex: W2052810886
Cited by: 99
References: 70
Citations by year: 2026: 3 · 2025: 4 · 2024: 4 · 2023: 13 · 2022: 8 · 2021: 8 · 2020: 7 · 2019: 7 · 2018: 10 · 2017: 5 · 2016: 13 · 2015: 15 · 2013: 2
FWCI: 10.20
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Medical Education (publishedVersion)
PubMed (publishedVersion)
Amsterdam UMC (VU Amsterdam) - Institutional Repository (publishedVersion)
Pure Amsterdam UMC (submittedVersion)
Data Archiving and Networked Services (DANS) (submittedVersion)
Topics: Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Applied Psychology › Behavioral Health and Interventions
Keywords: self-theory, mindset, entity theory, incremental theory, goal setting, performance goals, learning objectives, feedback-seeking behavior, organizational culture, lifelong learning, professional development, performance evaluation, healthcare workers
MeSH terms: Behavior, Clinical Competence, Culture, Emotions, Goals, Humans, Learning, Motivation, Physicians, Self Concept, Staff Development

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