Dissertations / Theses: 'Implicit theories of intellignece'

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Wellman, David Allen, and mikewood@deakin edu au. "Towards an integration of theories of achievement motivation." Deakin University. School of Psychology, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.123821.

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This thesis investigated children's school achievement in terms of an integration of three theories of achievement motivation. The three theoretical outlooks were expectancy-value theory (EVT), implicit theories of intelligence (ITI), and flow theory (FT). The first of two studies was an exploratory investigation of the effectiveness of each theory independently and combined to predict children's achievement in four school subjects. The subject areas were maths, reading, instrumental music and sport. Participants were 84 children (40 females and 44 males) aged 9 to 10 years, one of each child's parents, and school teachers of each child in the four subject areas. All data were collected through questionnaires based on the three models. The results indicated that EVT and FT but not ITI accounted for a significant amount of the variance in children's achievement, including effects for subject area and gender. A second confirmatory study tested EVT, FT and an integrated model for the prediction of achievement in maths, reading and instrumental music. The participants were a further 141 children (74 females and 67 males) aged 10 to 11 years, and a parent and teachers of each child. Data collection using questionnaires occurred early in the school year (Timel) and approximately five months later (Time2). For EVT, children and parents competence beliefs were significant predictors of children's achievement in each subject area. Females tended to believe themselves more competent at reading and instrumental music and also valued these subjects more highly than boys. Modeling results for flow theory indicated that children's emotional responses to classes (happiness and confusion) were significant predictors of achievement, the type of emotion varying between subject areas and time periods. Females generally had a more positive emotional reaction to reading and instrumental music classes than males did. The integrated model results indicated significant relationships between EVT and flow theories for each subject area, with EVT explaining most achievement variance in the integrated model. Children's and parents competence beliefs were the main predictors of achievement at Timel and 2, Subject area and gender differences were found which provide direction for future research. Anecdotal reports of parents and teachers often attest to individual differences in children's involvement in various school domains. Even among children of apparently similar intelligence, it is not uncommon to find one who likes nothing better than to work on a mathematics problem while another much prefers to read a novel or play a musical instrument Some children appear to achieve good results for most of the activities in which they are engaged while others achieve in a less consistent manner, sometimes particularly excelling in one activity. Some children respond to failure experiences with a determination to improve their performance in the future while others react with resignation and acceptance of their low ability. Some children appear to become totally absorbed in the activity of playing sport while others cannot wait for the game to end. The primary research objective guiding the current thesis is how children's thoughts and feelings about school subjects differ and are related to their school achievement. A perusal of the achievement motivation literature indicates several possible models and concepts that can be applied to explain individual differences in children's school achievement. Concepts such as academic self-concept, multiple intelligences, intrinsic and extrinsic motivation, self-beliefs, competence beliefs, subjective task values, mastery and performance goals, Flow experiences and social motivation are just some of the constructs used to explain children's achievement motivation, both within and between various activity domains. These constructs are proposed by researchers from different theoretical perspectives to achievement motivation. Although there is much literature relevant to each perspective, there is little research indicating how the various perspectives may relate to each other. The current thesis will begin by reviewing three currently popular theoretical orientations cited in achievement motivation research: subjective beliefs and values; implicit theories of intelligence, and flow experience and family complexity. Following this review, a framework will be proposed for testing the determinants of children's school achievement, both within each of the three theoretical perspectives and also in combination.

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Reynolds, K. "Implicit theories of firesetters." Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/11076/.

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Firesetting has significant social and financial consequences. Firesetters are deemed a dangerous group with a poor prognosis. The existing literature has focused on describing the characteristics of firesetters and developing typologies. The psychological understanding of firesetting is limited. Implicit theories are underlying causal theories. Positioned within a social cognitive framework they are thought to be the intervening process between observable stimuli and responses which enable individuals to make sense of their social world and make predictions within it. The identification of implicit theories has contributed to the understanding of the way information processing is carried out by other offender groups. This study aimed to explore the implicit theories held by male firesetters in secure forensic psychiatric services. Using grounded theory methodology, interviews were conducted with nine men with a history of firesetting. Six implicit theories were generated: malevolent world, uncontrollable world, violence is normal, accountability, fire is controllable and fire is a powerful tool. These implicit theories have the potential to be utilised as treatment targets by challenging and restructuring them. Future research should focus on exploring the specific implicit theories at different points in the offense process, those held by subtypes of firesetters, and those held by female firesetters.

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Kreber, Carolin. "Faculty's implicit theories of academic work." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0014/NQ27982.pdf.

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Manson, Therese. "Implicit theories of fear and anxiety /." Title page, table of contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsm288.pdf.

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Glassenberg, Aaron. "Exploring Implicit Voice Theories at Work." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10120.

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In modern organizations, individuals frequently choose silence over voice (e.g., Milliken, Morrison, & Hewlin, 2003), which can have a variety of detrimental effects on individuals and organizations. This choice of silence is partially due to self-protective implicit voice theories that employees have internalized from interactions with authority over time. In this research, I investigate self-protective implicit voice theories (abbreviated as IVTs throughout), defined as taken-for-granted beliefs about when and why speaking up at work is risky or inappropriate (Detert & Edmondson, 2011). I present three studies employing lab and field research methods to further understand various aspects of IVTs. In the first study, I explored activation and suppression of IVTs from anger and fear primes. I found that IVTs were generally stable and not susceptible to emotional primes, suggesting that they are well-developed beliefs that are strong enough to remain constant in varied emotional states. In the second study, I investigated the extent to which IVTs and evolutionarily significant facial cues of dominance predicted voice in a vignette-based study. IVTs did not predict voice, but further analysis revealed that the dependent variable was more appropriately categorized as helping. There was a significant interaction between gender and face type on helping. Broadly, the results of this study suggest that people may help others after subconsciously calculating their power and predicted reciprocity from the person being helped. Finally, in a third study, I explored the degree to which personality and demographics affect IVTs and how IVTs are related to withholding in four organizations. I found that IVT scores did not cluster in teams, suggesting that they are best analyzed at the individual level and that workplace context has minimal effect on IVTs. Second, I found that IVTs explain withholding above and beyond contextual and personality variables. Last, I found that IVTs mediate the effect of conflict aversion on withholding. The stability and significance of IVTs is further supported from this research, providing additional research opportunities and possibilities to reduce withholding in organizations.

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Bashore, Daniel. "Assessing Implicit Leadership and Followership Theories." Wright State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1590156207610277.

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Tang, Yuet-ho Maysie. "Implicit theories of intelligence among gifted children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29789886.

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Ramirez, Andrea R. "Acculturation, Cultural Intelligence, and Implicit Leadership Theories." Thesis, Regent University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583446.

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The Global Leadership and Organizational Behavior Effectiveness (GLOBE) study contributed a wealth of knowledge regarding the differences across national/societal cultures. However, it did not attempt to measure the potential variations in implicit leadership theories (ILTs; leadership prototypes) that could occur due to individuals being influenced by more than one national culture within countries, such as bicultural individuals. Variations found within a country can be described by their extent of acculturation or adoption of one or more cultural influences. The extent of a person’s acculturation may predict individual ILTs, which are the patterns of attributes that bicultural persons associate with good leaders. In addition, the extent of a person’s cultural intelligence (CQ) may interact with acculturation in impacting ILTs because CQ influences a person’s ability to understand and adjust mental modes to cultural norm. This study explored the relationships among acculturation, CQ, and ILTs in a sample of respondents from Mexican descent living in the United States. The results of the study provide a better understanding of how variations in national culture impact ILTs. In addition, the findings suggest interpretation of cultural dimensions is complex. Significant findings include (a) differences across acculturation levels regarding expectation for a leader to be characterized by the ILT dimensions of sensitivity and tyranny; (b) very Mexican-oriented individuals (acculturation Level 1) showing more expectation for a leader to be characterized as well-dressed, well-groomed, compassionate, understanding, sympathetic, and sensitive and less expectation for a leader to be domineering and demanding than Anglo-oriented individuals (acculturation Level 3), acculturation serving as a predictor of metacognitive CQ; (c) acculturation and metacogntive CQ clearly interacting thus complicating the picture of cultural effects occurring during adjustments to a new cultural setting; and (d) metacognitive CQ serving as a partial mediator between acculturation level and the ILT dimension of sensitivity.

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Nichols, Thomas W. Goodwin Vicki Lynne. "Authentic transformational leadership and implicit leadership theories." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9056.

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Lopez, Brooks. "Effects of implicit theories on task decisions." Tallahassee, Fla. : Florida State University, 2009. http://purl.fcla.edu/fsu/lib/digcoll/undergraduate/honors-theses/244553.

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Thesis (Honors paper)--Florida State University, 2009.
Advisor: Dr. Joyce Ehrlinger, Florida State University, College of Arts and Sciences, Dept. of Psychology. Includes bibliographical references.

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Nichols, Thomas W. "Authentic Transformational Leadership and Implicit Leadership Theories." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9056/.

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Transformational leadership describes a leader who motivates followers to performance beyond expectations, but it has often been attacked for its potential to be abused. A newer form of leadership has been proposed, that of authentic leadership. Authentic leadership is an over-arching concept that proposes to include transformational leadership and all positive forms of leadership. At the heart of authentic leadership is the concept of ethicality. The concept of authenticity may contribute to the transformational leadership paradigm, producing an ideal form of leadership. Authentic leadership may not be an over-arching form of leadership, but one suited particularly to transformational leadership. I propose that authentic transformational leadership resides in leaders' and followers' implicit leadership theories. This experiment addresses authentic transformational leadership and the role of implicit leadership theories in directing leader behavior. A model is developed that outlines the relationship between authentic transformational leadership and implicit leadership theories, including the separate implicit theories of leader and follower, leader-member exchange (LMX), and leader effectiveness. Hypotheses concerning these relationships are developed. The study is experimental, using WebCT as a delivery tool. Scenario-based surveys were developed to collect data, using both known measures and measures developed specifically for this experiment. Two pilot studies were conducted to test the soundness of the delivery tool and the validity of the constructed scenarios and measures, which largely supported the hypotheses. In the main study, all hypotheses were supported with the exception of one. The results of the unsupported hypothesis, however, suggest authentic transformational leadership may be an ideal form of leadership. There are several contributions to the literature made by this study. The first contribution is the development of authentic transformational leadership as an ideal form of leadership. Second, the development of both follower and leader implicit leadership theories and their relationship to authentic transformational leadership is studied through leader effectiveness, a concept not previously researched. Lastly, the role of a follower's implicit leadership theory and its effects on a leader are examined, a notion that is largely under-researched.

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Snead, Kathleen Benton. "Contextual Constraints: An Examination of Implicit Followership Theories." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/41437.

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This study was designed to assess follower prototypes as dynamic structures. Connectionist theory is a good framework to understand the process by which followership perceptions are altered by contextual factors. Organizational culture, change in immediate leader and follower prototypes were measured in an applied setting across time to assess the dynamism of the cognitive networks of implicit followership theories. Change in culture and immediate leader was measured at three time points, across six months, during the acquisition of one organization by a second. Change scores were created by computing difference scores from surveys completed at the first time point to the second time point, three months later, to the third and final time point, three months later. There were no significant effects of change in culture on reported follower networks. There was, however, a significant effect of leader change at time points two and three when regressed on individualâ s follower networks. The overall findings of this study suggest that IFTâ s like leadership prototypes remain fairly stable across time (Epitropaki, 2004), but are subject to organizational change.
Master of Science

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Bashore, Daniel. "Implicit Leadership and Followership Theories: Does Congruency Matter?" Wright State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wright1502270002361127.

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Koommoo-Welch, Penny. "Implicit Leadership Theories: Perceptions of Charisma, People, and Performance." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-04262008-200548/.

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This study identified a set of distinct implicit leadership theories (ILTs) within a sample of working adults and examined whether differences in followersâ ILTs versus actual leadership influenced ratings of charisma and performance. Results based on a sample of 718 employees indicated 11 distinct ILT profiles. Results also showed that the closer the perceived congruence between employeesâ ILTs (measuring their ideal leader) and their actual leader, the higher the ratings of charisma for that leader. There was no influence of ILT congruence on leader performance ratings. Some support was found for previous findings that country/location does have an influence on ILT profile, but no support was found for the influence of age, gender, ethnicity, or organizational tenure, suggesting that ILTs may be generalizable across many different populations. Further analysis of a sample for 182 leaders indicated that that leader ILTs do not appear to be exhibited through either personality traits, nor through employee perceptions of ILT-relevant behaviors.

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Miller, Claude Harold. "Indignation, defensive attribution, and implicit theories of moral character." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284210.

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Indignation is a discrete social emotion specifying disapproval of a blameworthy action explicitly perceived as violating the objective order, and implicitly perceived as injurious to the self-concept. Two experiments were conducted to examine the effects of defensive attributions and implicit theories of moral character on indignation. Both studies attempted to influence the defensive attribution process by manipulating apparent similarity between participants and an imagined offender while exploring the relationship between people's implicit theories about moral character (ITM) and measures indicative of indignation. Two implicit attribution theory perspectives were examined: Entity theorists believe that personal moral attributes are fixed and unchanging, while incremental theorists believe that personal moral attributes are malleable. Entity theorists, who tend to base their attributions on internal characterological dispositional information, were hypothesized to show greater indignation after offensive episodes than incremental theorists, who prefer to use more external situation-relevant information in forming their attributions. Subjects in the similar conditions were expected to form more defensive attributions than those in the dissimilar conditions, thus a second hypothesis predicted that those in the similar conditions would show greater indignation after offensive episodes than those in the dissimilar conditions. Study 1 used a computer program to manipulate certain aspects of similarity while designating subjects as either entity or incremental theorists based on their responses to three ITM scale measures. It revealed a positive correlation between the presence of an entity theory and the experience of indignation. Study 2, using a cognitive response set induction to operationalize similarity while experimentally manipulating ITM, provides evidence for a causal relationship between ITM and indignation. As predicted, entity theorists in both studies responded with significantly higher levels of indignation after offensive episodes than did incremental theorists. Only modest support was found for an hypothesized relationship involving defensive attribution and indignation.

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Ip, Lai-ping Iris. "Teachers' implicit theories as predictors of their moral judgment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29789746.

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湯旭瑜。 and Yuk-yue Tong. "Information organization and storage: the role of implicit theories." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31221737.

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Tong, Yuk-yue. "Information organization and storage : the role of implicit theories /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20715572.

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Habte-Tesfamariam, Milen. "Implicit theories and religious belief systems in college students." Diss., Connect to the thesis, 2008. http://hdl.handle.net/10066/1561.

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Thompson, Charles N. "Implicit theories go applied: Conception of ability at work." Wright State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=wright1158673121.

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Herbert, Margaret E. "Implicit theories held by adults about everyday problem solving." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/7583.

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The present study was designed to elicit the mental models or implicit theories held by adults about everyday problem solving. Twenty-four adults, age 25-60, from a wide range of educational and occupational orientations, were interviewed in pairs. Research questions were posed to draw forth the type of information which would allow the researcher to identify the content of these mental models. The integrated framework on Induction proposed by Holland, Holyoak, Nisbett, and Thagard (1986) was adopted as a conceptual framework for the study, by virtue of its use for ill-defined problems and its application to social science research. The study establishes the existence of mental models or implicit theories held by adults about everyday problem solving. The results identified the predominance of the interpersonal and emotional factors salient to this genre of problem solving. Individual differences, communication and problem identification were highlighted as the most significant and difficult areas upon which success was contingent. Degrees of self-confidence and habitual usage of a system or method were seen to be significant factors, often correlated with experience and education. (Abstract shortened by UMI.)

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Pepper, Rebecca. "Using the Implicit Association Test to assess attachment, self-esteem, and implicit theories among sexual offenders." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/56824/.

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According to the principles of evidence-based practice, offender treatment and rehabilitation programmes should target risk factors that are empirically related to offending behaviour. Research shows, however, that several theoretical risk factors for sexual offending fail to demonstrate consistent links with historical offending and/or rates of sexual recidivism. Chapter 1 discusses how the limitations of self-report assessment may contribute to this inconsistency and how alternative indirect assessment tools may help circumvent some of these issues by assessing more automated forms of cognition and being more resistant to impression management. Chapter 2 describes the methodology of the current investigation that was designed to examine whether use of the Implicit Association Test (IAT) would provide greater empirical support for three psychosocial risk factors for sexual offending. Specifically, self-report and IAT measures of attachment, self-esteem, and child-sex implicit theories (ITs) were compared in their ability to predict offender status and/or scores on measures of estimated general and sexual recidivism risk. Chapters 3-5 describe the equivocal evidence surrounding the role of self-reported attachment, self-esteem, and child-sex ITs in sexual offending and how the IAT paradigm was adapted to assess each of these areas of psychosocial functioning. Across each chapter, the current findings replicated previous evidence demonstrating a lack of predictive validity for self-report measures in these domains. Furthermore, the results indicated that use of the current IAT measures did not improve prediction of group membership or estimated risk of recidivism. Chapter 6 describes how such findings suggest that the previous empirical inconsistency regarding these risk factors may not be entirely attributable to the limitations of relying on self-report assessment. With further replication and methodological refinement, the current findings could be taken as additional evidence against retaining these factors as criminogenic treatment needs within conventional sex offender treatment programmes.

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Zurcher, Jeffrey R. "Examining implicit leadership theories among NCAA Division I baseball programs." Thesis, Indiana Wesleyan University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615589.

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This purpose of this mixed model study was to ascertain the implicit leadership theory (ILT) content held by National Collegiate Athletic Association (NCAA) Division I baseball teams. Data were collected during the 2012 baseball season from 34 Division I programs, and 1032 coaches and players participated in the research.

As an information-processing approach to understanding leadership, ILT is concerned with the knowledge structures persons maintain and utilize when identifying and interacting with leaders. Ample ILT research has examined such structures within the business context. This study, however, is believed to be the first in-depth exploration of ILT content within the sports domain.

Leadership categorization and connectionist architecture served as the theoretical bases for the study's four research questions, which addressed: the effect that the target cues leader and coach had on ILT (RQ1); the impact that team context (RQ2) and player tenure (RQ3) had on ILT; and whether a sports ILT existed—and if so, how it differed from a business ILT (RQ4). Research was conducted in four sequential steps using qualitative and quantitative methods. Importantly, no external or explicit measures were used to collect data, as such instruments can bias implicit perceptions. The primary tools for processing quantitative data were principal components analysis and confirmatory factor analysis.

A 21-item, 5-factor ILT model for NCAA Division I baseball was derived from factor analysis processes and generalized across two separate data sets. This model demonstrated the existence of a sports ILT, as it differed noticeably from models that explain ILT content within the business domain. Data also indicated that team context had some correlation with ILT differences, whereas player tenure did not. Furthermore, results showed that players do delineate between the targets leader and coach; that is, being perceived as a leader within Division I baseball may not correspond with holding an official organizational/team position.

This study's findings strengthen the idea that leadership is social-cognitive phenomenon that differs according to context. Implications for applying these findings within Division I baseball are discussed. Additionally, this research might be cause for revisiting some of the previous models of leadership within sports studies.

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聶可欣 and Ho-yan Nip. "Information-gathering strategies in trait diagnosis: the role of implicit theories." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31225020.

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Nip, Ho-yan. "Information-gathering strategies in trait diagnosis hthe role of implicit theories /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22826099.

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Norris, Dwayne G. "Incorporating implicit leadership theories into the transformational and transactional leadership framework." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-154851/.

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LaValley, Judith Babcock. "Leadership schemas: the influence of organizational context on implicit leadership theories." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/16865.

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Master of Science
Department of Psychological Sciences
Clive J. A. Fullagar
This mixed-methods study consisted of two phases. First, interviews were conducted with ROTC instructors responsible for organizational socialization of newcomers to the U.S. Army and U.S. Air Force. This data shaped surveys given to organizational newcomers in phase II, which measured organizational culture and cognitive leadership schemas. It was hypothesized that implicit leadership theories (ILTs) would reflect respective organizational cultures. Although this was supported in the qualitative results from Phase I, it was not supported in the quantitative results from Phase II. However, analyses showed that leadership is still perceived as a masculine role in both the U.S. Army and U.S. Air Force, as was hypothesized. It was also hypothesized that leaders in line occupations would be seen as better leaders than leaders in staff occupations. This was supported for the Air Force sample, but not the Army sample. During the interviews, ROTC instructors asserted that male and female leaders were equally capable, and that line and staff leaders were equally capable. However, questioning revealed that organizational stereotypes still defined the quintessential leader as a male in a line occupation, although females had more opportunities to fill those key occupations in the Air Force than in the Army, at the time of this study. This discrepancy, along with the discrepancies in results between the qualitative and quantitative data, indicate that organizational culture has perhaps changed at the levels of visible artifacts and espoused values with respect to diversity, but has not yet changed at the fundamental level of basic assumptions.

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Burnette, Jeni L. "Implicit Theories of Weight Management: A Social Cognitive Approach to Motivation." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1492.

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Just as scientists develop general conceptual explanations of the phenomena they investigate, individuals also develop intuitive theories about such human characteristics as intelligence, personality, and athletic ability. These theories, unlike scientist's theories, are not explicitly articulated or documented, and so they are termed implicit theories. Implicit theories, in achievement motivation, distinguish between the belief that human attributes are fixed (entity theory) or malleable (incremental theory) and have been shown to have far-reaching consequences for motivation, goal-orientations, and regulatory strategies in an array of domains. This dissertation extended implicit theories research to the domain of body-weight management. Drawing from an elaborate theoretical framework on implicit theories and health behavior research, the present work predicted that (a) individuals differ systematically in their beliefs about the malleability of body weight and (b) these implicit beliefs are related to coping and self-regulation strategies following dieting setbacks. To test these hypotheses, I first developed the Implicit Theories of Weight Management Scale and examined its psychometric properties. Results revealed internal reliability and convergent and discriminant validity. Implicit theories of weight management were moderately related to health and dieting locus of control but were distinct from personality dimensions such as the Big Five and trait optimism. Psychometric properties of the scale are presented and discussed. Next, I tested the hypothesis that implicit theories of weight management would be related to adaptive regulatory strategies (e.g., increased motivation) and to maladaptive coping (e.g., avoidance) following dieting setbacks and that this relation would be mediated by feelings of helplessness and optimism, and by attributions. Results largely supported these conjectures, revealing that even after controlling for constructs related to successful dieting (e.g., dieting self-confidence, trait self-control), believing more strongly that weight is changeable was related to lower reported use of avoidance when coping with setbacks and more effort. Additionally, feelings of helplessness and optimism mediated the implicit theories-self-regulatory relations. Results are discussed in terms of how implicit theories create the structure in which meaning is assigned to events and are therefore important for achievement and motivation. Implications and avenues for future research are presented.

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Pruneddu, Alessio. "Implicit person theories and Q-sort : personality change in emerging adults." Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/6503/.

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The aim of this PhD project was to investigate personality change in a sample of emerging adults. Change is examined considering both a variable centred and a person centred approach (prototypes obtained from Q-sort). Data were collected using Q-sortware, a web application designed to administer Likert scale tests and Q-sort. To test the equivalence between the paper version and the online version, a study (Study 1) was conducted (N=61). The results revealed that the test retest coefficient (.79) from the answers given via the Q-sortware was satisfactory. To examine personality change, a longitudinal study included an initial sample of 163 emerging adults (Study 2). Participants were tested again after one year (Study 3). In order to find out what determines change, implicit person theories were taken into account. Implicit theories are naïve assumptions about the malleability (incremental theory) versus the fixedness (entity theory) of personal attributes. It was expected that incremental theory subscribers also experience significant personality change. The nature of the association between implicit person theories and personality, and between implicit person theories, Self-esteem and well-being was also investigated. These topics were addressed in Study 2 (N=163). The results showed that support for an incremental theory was associated with higher scores on Extroversion, Openness to Experience, and Emotional Stability. Support for an incremental theory was also associated with higher scores on Self-esteem and Life satisfaction. Returning participants (Study 3, N=118) showed a mean level increase in Extroversion and a decrease in Conscientiousness, together with high ipsative and rank order continuity. With respect to the prototypes obtained from the Q-sort, "Achievement oriented" individuals showed a significant mean level increase in Conscientiousness, and tended to support an incremental theory of personality attributes.

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Liu, Ying. "The effects of implicit theories on motivation and performance in creative tasks." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37091220.

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Liu, Ying, and 劉穎. "The effects of implicit theories on motivation and performance in creative tasks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37091220.

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Morris, Sarah H. Benson Jennifer Yasinski Carly. "Narratives of romantic rejection the effect of implicit theories and self-esteem /." Diss., Connect to the thesis, 2008. http://hdl.handle.net/10066/1565.

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von, Stietz Jason. "Implicit Theories of Ability, Achievement Goals, and Self-handicapping in Strength-Athletes." Thesis, Alliant International University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10826316.

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Strength-sports are both physically and psychologically strenuous. The influence of psychological factors on athletic performance is widely accepted, which has led to the recent interest in mental toughness. Common themes throughout the metal toughness literature pertain to an athlete’s beliefs about the nature of athletic ability, athletic goals, and responses to adversity. The purpose of the present study is to examine the relationships between implicit theory of ability, achievement goals, and claimed self-handicapping among strength-sport athletes. Data from 130 strength-sport athletes (Female= 38, Male= 92) were analyzed. All participants completed an online survey consisting of the Conceptions of the Nature of Athletic Ability Questionnaire-2, the Achievement Goals Questionnaire for Sport, the Kuckza-Vierling Situational Self-Handicapping Scale, and a brief demographic questionnaire. Findings indicated that entity beliefs significantly related to claimed self-handicapping. This suggested that participants who believed that ability in strength-sports is a fixed entity may have claimed more barriers to their success in order to appear as if their performance successes were due to their natural athletic ability and their performance shortcomings were due to external factors. However, other predicted relationships among research variables failed to find significance. It is possible that the remaining relationships are only significant among strength-sport athletes when failure is present or highly probable. Future studies should include a study procedure to either elicit memories of failure or include a task with a high probability of failure.

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Nader, Martín. "Leadership implicit theories, LMX and employment wellbeing: Generalization of a theoretical model." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/99767.

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The generalizability of a theoretical model is studied in several regions of Argentina. Participants were 1009 people (440 men and 569 women) from four regions. We analyzed the differences in the variable values at work to confirm if the regions were culturally different from each other. Next we designed a theoretical model where the variables were: discrepancy between implicit theories, quality of relationship with the superior and wellbeing in the organization. Results showed that the four regions displayed differences on values orientations. The Northwest and Patagonia regions showed the greatest differences in comparison with the two remaining regions. The model is partially generalizable since there are differences between regions in some of the proposed theoretical relations.
El estudio tuvo como objetivo determinar la generalizabilidad de un modelo teórico en diversas regiones culturales de la República Argentina. Participaron 1009 personas (440hombres y 569 mujeres) residentes en cuatro regiones. Se analizó si existían diferencias en la variable valores en el trabajo para confirmar si las regiones eran culturalmente diferentes entre sí. Luego se diseñó un modelo teórico donde se contemplaron como variables la discrepancia entre teorías implícitas, calidad de la relación con el superior y bienestar en la organización. Los resultados muestran que las cuatro regiones presentan diferencias entre sí en cuanto a orientaciones respecto de los valores en el trabajo. Las regiones Noroeste y Patagonia muestran grandes diferencias entre sí y en referencia a las dos regiones restantes(Pampeana y Noreste). El modelo es parcialmente generalizable dado que se han encontradodiferencias en las regiones en algunas de las relaciones teóricas propuestas. -- The generalizability of a theoretical model is studied in several regions of Argentina. Participantswere 1009 people (440 men and 569 women) from four regions. We analyzed the differences in the variable values at work to confirm if the regions were culturally differentfrom each other. Next we designed a theoretical model where the variables were: discrepancy between implicit theories, quality of relationship with the superior and well-being in theorganization. Results showed that the four regions displayed differences on values orientations. The Northwest and Patagonia regions showed the greatest differences in comparison with the two remaining regions. The model is partially generalizable since there are differencesbetween regions in some of the proposed theoretical relations.

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Livingstone, Kimberly, and Kimberly Livingstone. "The Effects of Implicit Theories of Emotion on Emotion Regulation and Experience." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12512.

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This dissertation examined the effects of implicit theories of emotion (beliefs about the malleability of emotion) on emotion regulation and experience. Incremental theories involve beliefs that emotions are controllable; entity theories involve beliefs that emotions are uncontrollable. I hypothesized that an incremental theory would be associated with better well-being, more adaptive emotion regulation, and mastery-oriented patterns of response to emotion regulation difficulty, compared to an entity theory. Study 1 developed a valid and reliable questionnaire to assess trait implicit theories of emotion and examined correlations with self-reports of personality, emotional experience, emotion regulation, and well-being. A trait incremental theory was associated with greater positive emotion and less negative emotion, an effect that was mediated by the tendency of incremental theorists to use more active coping and adaptive emotion regulation strategies, compared to entity theorists. Incremental theories were also associated with greater overall well-being, lower depression, and less stress. Studies 2-5 manipulated implicit theories of emotion and examined their causal effects on emotion and emotion regulation. Although entity and incremental participants did not report differences in emotional experience when experiencing emotions naturally (Study 2), participants in the incremental group were more likely to regulate their emotions when explicitly asked to do so (Study 3). Specifically, only incremental participants responded to instructions to remain objective while rating emotionally evocative images. Studies 4 and 5 examined differences in reactions to emotion regulation difficulty. After completing an emotional interference task, all (Study 4) or a random half (Study 5) of participants were told that they had done poorly and rated attributions for their performance, affect, and motivation to remain engaged versus withdrawing. Although hypothesized patterns did not emerge as a whole, participants in the incremental condition were more likely to attribute their performance (failure or success) to strategy use. This research has implications for the study of emotion regulation, in particular, patterns of helplessness and mastery within the domain of emotions.

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Evans, Clifford Daniel. "The Effect of Implicit Theories of Judgment on Attitudes and Evaluative Outcomes." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1214597292.

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Dyczewski, Elizabeth A. "Motivation and Counterfactual Thinking: The Moderating Role of Implicit Theories of Intelligence." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305329867.

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Firesheets, Elizabeth Kelly. "Public elementary school teachers' implicit theories of intelligence and perceptions of giftedness." Xavier University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1386596449.

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Cottrell, Jane E. "The development of theories of visual perception : implicit and explicit extramission beliefs /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034179102.

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Vernon, Anne Elizabeth. "Implicit theories of aging, predictions of developmental change in parents versus generalized adults." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ32772.pdf.

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Karzon, Lindsay S. "Effects of implicit theories of intelligence and gender on self-defining academic memories." Diss., Connect to the thesis, 2007. http://hdl.handle.net/10066/1001.

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Storey, Kayleigh. "Children's attitudes towards their peers with disabilities : the role of implicit person theories." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/51474/.

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Previous research has consistently shown that children tend to hold negative attitudes toward their peers with disabilities when compared to those without disabilities (Diamond & Huang, 2005; Nowicki & Sandieson, 2002). What is more, children’s attitudes towards those with physical disabilities are more positive than their attitudes towards those with learning disabilities (Nowicki & Sandieson, 2002). Developmental factors such as age, gender, and previous experience with others with disabilities have been explored as potential moderating variables, however, findings have been inconclusive. This paper is the first to explore the role of implicit person theories (IPTs) in moderating children’s of attitudes towards their peers with disabilities. IPTs refer to the belief that attributes are either fixed and not subject to change (an entity theory) or malleable and changeable with effort (an incremental theory) (Dweck, 2000). Holding different IPTs has been associated with having differences in social perception (Dweck & Molden, 2008), which may affect children’s attitudes. The current research has two broad aims; to replicate previous research findings of children’s attitudes towards their peers with physical and learning disabilities as described above, and to explore the role of IPTs in moderating these attitudes. This paper comprises of two parts. The first is a literature review which aims to critically discuss and synthesise literature from the two relevant fields of research; that which investigates children’s attitudes to their peers with disabilities, and research relating to IPTs. The second part is a research paper giving details of the research that was carried out.

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Cadwallader, Stuart Martin. "The implicit theories of intelligence of English adolescents identified as gifted and talented." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2745/.

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An implicit theory of intelligence is a belief about the stability of intelligence – whether it is a fixed and innate trait (entity) or a malleable trait that can be manipulated through behaviour (incremental). Dweck & Leggett‟s (1988) model suggests that the theory which an individual holds can have a profound effect on their intrinsic motivation, achievement goals and academic achievement. Though there is support for this model in general, there is no conclusive evidence about whether it applies to the gifted and talented. This thesis tests the model with gifted and talented students quantitatively using a questionnaire (N=417) and explores the themes qualitatively with fourteen of these students using semi-structured email interviews. The data suggests that the theoretical framework does not fully apply to gifted and talented students. Two findings could explain this: a) participants showed high levels of motivation by endorsing both performance and learning goals b) the interview participants expressed quite complex beliefs about intelligence that defied categorization. Overall this thesis supports the need for a personalized approach to teaching the gifted and talented which allows them to maintain both positive performance and positive learning goals.

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Ward, E. V. "Effects of age on implicit memory : implications for single and multiple-systems theories." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1384784/.

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Explicit memory declines with age, but research suggests that implicit memory may be preserved. For example, recognition memory is typically weaker in healthy older relative to young adults while performance on implicit tests such as perceptual identification is often comparable between groups (i.e., they show equivalent priming). Such observations are commonly taken as evidence for distinct explicit and implicit memory systems, but there are several concerns with this interpretation. One prominent issue is that dissociations between explicit and implicit memory may arise due to differences in the way in which the two are traditionally measured. In this thesis, I aimed to overcome some of the problems and provide a more robust test of a key multiple-systems prediction: that priming is preserved in old age despite reduced recognition memory. The two memory phenomena were measured concurrently trial-by-trial using the continuous identification with recognition (CID-R) task. In three experiments recognition was significantly reduced by age, and there was a reliable reduction in priming when the data were combined across experiments to increase statistical power. It is often argued that age effects in priming reflect the use of explicit strategies which are more beneficial to young adults (‘explicit contamination’), so in a second stream of experiments I examined the contribution of test awareness and explicit processing to priming in young adults on the CID task. No evidence that priming is affected by these factors was produced, thus it is unlikely that young individuals were able to substantially boost their performance on this task in relation to older adults by using an explicit strategy. Collectively, the findings indicate that performance on implicit tests is not always age-invariant, and that the present age-related reduction in priming cannot be attributed to explicit contamination. The results are compatible with the view that a single system drives explicit and implicit memory phenomena.

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Chan, Wan-man Edna, and 陳韻掞. "The influence of accountability on stereotypic perception as a function of implicit theories." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31227193.

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Benson, Jennifer Morris Sarah H. Yasinski Carly. "Growth in narratives of romantic rejection differences in self-esteem and implicit theories /." Diss., Connect to the thesis, 2008. http://hdl.handle.net/10066/1565.

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Dohn, Matthew Charles. "Implicit Theories of Personality and Cognitive, Affective, and Behavioral Responses to Interpersonal Transgressions." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539626380.

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Feldstein, Linda E. "Teacher Self-Efficacy and Implicit Theories of Intelligence: Implications for Novice Teacher Retention." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1499449971.

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This is a study about the beliefs novice teachers hold about their own self-efficacy for teaching, their personal implicit theories of intelligence, and the influence those beliefs might have on new teachers’ intentions to remain in the teaching profession. The theoretical framework incorporates three elements: self-efficacy for teaching, implicit theory of intelligence, and intent to remain in the teaching profession. Using person centered analysis, I examined the ways in which teacher self-efficacy interacted with implicit theories of intelligence and how those beliefs may be related to novice teachers’ intent to remain in the profession. Cluster analysis identified profiles of teaching self-efficacy and implicit theories of intelligence in novice teachers, and ANOVA results suggest that teachers scoring in the higher ranges of self-efficacy for teaching and displaying a more incremental theory of intelligence report that they are more likely to remain in the teaching profession as their long-term career. Results are discussed as possible avenues for improving novice teacher retention in the U.S.

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Ringle, Sydnie W. "Relations among Teachers' Implicit Theories of Intelligence, Standardized Achievement Testing, and Classroom Goals." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4500.

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An achievement gap between ethnic minorities and White Americans continues to exist within the U.S., as well as between the U.S. and varying countries. Research has identified several factors that contribute to this gap, such as differences in curricula across countries, teacher quality, and school funding. In addition to these factors, teachers’ implicit theories of intelligence may also contribute to the achievement gap. Whether teachers view intelligence as fixed (entity theory) or malleable (incremental theory) can impact instructional practices, specifically the use of performance and learning goals. Performance goals focus on evaluation, ability, and performance rather than mastery of material, growth, and overall learning as seen in learning goals. Research is limited regarding the development of implicit theories of intelligence; however, there is evidence culture may be involved. Identifying specific cultural practices that influence the development of implicit theories of intelligence may provide a unique perspective on pedagogy and how teachers interact with students. One cultural practice that may be related to the development of implicit theories of intelligence is standardized achievement testing. The current study used survey methodology to evaluate the relation between implicit theories of intelligence, perceived pressure from standardized achievement testing, and classroom goal structures and the differences between these variables amongst full-time teachers (N = 45). Results indicated significant differences in perceived pressure from standardized achievement testing amongst teachers with classrooms containing lower percentages of reading and math proficient students as well as significant differences in classroom goal structures amongst teachers with classrooms containing fewer ethnic minority and ELL students. Implications of these findings and areas of future research are discussed.

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Kim, Seung-Hee. "The exploratory study of teachers' implicit theories/beliefs in schema-based reading instruction /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487853913099786.

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Dissertations / Theses on the topic 'Implicit theories of intellignece'

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