Mind-Sets Matter: A Meta-Analytic Review of Implicit Theories and Self-Regulation

Autor/inn/en	Burnette, Jeni L.; O'Boyle, Ernest H.; VanEpps, Eric M.; Pollack, Jeffrey M.; Finkel, Eli J.
Titel	Mind-Sets Matter: A Meta-Analytic Review of Implicit Theories and Self-Regulation
Quelle	In: Psychological Bulletin, 139 (2013) 3, S.655-701 (47 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-2909
DOI	10.1037/a0029531
Schlagwörter	Self Control; Theories; Goal Orientation; Meta Analysis; Prediction; Intervention; Effect Size; Research Methodology; Reliability; Student Motivation; Academic Achievement; World Views; Feedback (Response); United States + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Theory; Theorie; Zielorientierung; Zielvorstellung; Meta-analysis; Metaanalyse; Vorhersage; Research method; Forschungsmethode; Reliabilität; Schulische Motivation; Schulleistung; World view; Weltanschauung; USA
Abstract	This review builds on self-control theory (Carver & Scheier, 1998) to develop a theoretical framework for investigating associations of implicit theories with self-regulation. This framework conceptualizes self-regulation in terms of 3 crucial processes: goal setting, goal operating, and goal monitoring. In this meta-analysis, we included articles that reported a quantifiable assessment of implicit theories and at least 1 self-regulatory process or outcome. With a random effects approach used, meta-analytic results (total unique N = 28,217; k = 113) across diverse achievement domains (68% academic) and populations (age range = 5-42; 10 different nationalities; 58% from United States; 44% female) demonstrated that implicit theories predict distinct self-regulatory processes, which, in turn, predict goal achievement. Incremental theories, which, in contrast to "entity theories", are characterized by the belief that human attributes are malleable rather than fixed, significantly predicted goal setting (performance goals, r = -0.151; learning goals, r = 0.187), goal operating (helpless-oriented strategies, r = -0.238; mastery-oriented strategies, r = 0.227), and goal monitoring (negative emotions, r = -0.233; expectations, r = 0.157). The effects for goal setting and goal operating were stronger in the presence (vs. absence) of ego threats such as failure feedback. Discussion emphasizes how the present theoretical analysis merges an implicit theory perspective with self-control theory to advance scholarship and unlock major new directions for basic and applied research. (Contains 5 figures, 4 tables and 6 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10