Implicit beliefs, achievement goals, and procrastination: A mediational analysis

Howell, Andrew J.; Buro, Karen

doi:10.1016/j.lindif.2008.08.006

Cited by 104 publications

(92 citation statements)

References 15 publications

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“…However, although much work supports the direct link between incremental theories and goal operating processes, other work reports null effects (e.g., Howell & Buro, 2009;Shih, 2009). …”

Section: Goal Operatingmentioning

confidence: 99%

“…For example, within an academic context, students with incremental, compared to entity, theories of intelligence reported increasing goal-pursuit efforts, such as planning and seeking support, when confronting examinations (Doron et al, 2009). However, although much work supports the direct link between incremental theories and goal operating processes, other work reports null effects (e.g., Howell & Buro, 2009;Shih, 2009). …”

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confidence: 99%

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Mind-sets matter: A meta-analytic review of implicit theories and self-regulation.

Burnette¹,

O’Boyle²,

VanEpps³

et al. 2013

Psychological Bulletin

974

830

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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 three 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 one self-regulatory process or outcome. Using a random effects approach, 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 = -.151; learning goals, r = .187), goal operating (helpless-oriented strategies, r = -.238; mastery-oriented strategies, r = .227), and goal monitoring (negative emotions, r = -.233; expectations, r = .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. Abstract = 221; Overall Word Count = 32,266 KEY WORDS: implicit theories, self-regulation, self-control theory, achievement Implicit Theories and Self-Regulation 2 Mindsets Matter: A Meta-Analytic Review of Implicit Theories and Self-RegulationWhy do some students seek to gain competency, whereas others seek to outperform their peers? Why do some athletes redouble their efforts when facing setbacks, whereas others respond with helplessness? Why do some dieters feel confident in their ability to face challenges to their weight-loss goals, whereas others feel they lack the requisite skills? Research on implicit theories has sought to answer these and similar questions for decades, examining how lay beliefs, namely incremental theories (beliefs that human attributes can be improved or developed) and entity theories (beliefs that human attributes are fixed or invariant), influence self-regulation (Dweck & Leggett, 1988;Molden & Dweck, 2006).Although research on implicit theories originated within an academic context, scholars have extended the theory to additional achievement domains, such as athletics (e.g., Kasimatis, Miller, & Marcussen, 1996;Ommundsen, 2003), weight management (Burnette, 2010), and leadership (Burnette, Pollack, & Hoyt, 2010). Across these contexts, implicit theories have been postulated to be linked to various self-regulatory processes, including goal setting (e.g., Robins & Pals, 2002), social comparison (Nussbaum & Dweck, 2008), ...

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“…However, although much work supports the direct link between incremental theories and goal operating processes, other work reports null effects (e.g., Howell & Buro, 2009;Shih, 2009). …”

Section: Goal Operatingmentioning

confidence: 99%

mentioning

confidence: 99%

Mind-sets matter: A meta-analytic review of implicit theories and self-regulation.

Burnette¹,

O’Boyle²,

VanEpps³

et al. 2013

Psychological Bulletin

974

830

View full text Add to dashboard Cite

show abstract

“…Indeed, study efforts have been found to relate positively to incremental beliefs (Jones, Wilkins, Long, & Wang, 2012) and negatively to entity beliefs (Bodill & Roberts, 2013) whereas procrastination has been associated positively with entity beliefs (Howell & Buro, 2009). …”

Section: Implicit Ability Beliefsmentioning

confidence: 99%

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being

Mouratidis

Michou

Vassiou

2017

Contemporary Educational Psychology

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a b s t r a c tResearch on students' motivation has mainly focused on interpersonal differences rather than on the ongoing, intrapersonal dynamics that forge students' everyday life. In this five-month longitudinal (diary) study, we recruited a sample of 179 high school students from Greece (35.8% males; M age = 16.27; SD = 1.02) to investigate through multilevel analyses the ongoing dynamics of students' motivation. We did so by examining the relation between autonomous functioning and aspects of study regulation (namely, study efforts and procrastination) and well-being (namely, subjective vitality and depressive feelings). After controlling for perceived competence, we found week-to-week autonomous functioning to relate positively to study efforts and subjective vitality and negatively to procrastination and depressive feelings. Interestingly, implicit theories of ability -the degree to which one believes that ability is fixed or amenable -were found to moderate the week-to-week relations of autonomous functioning to study efforts and homework procrastination. In particular, autonomous functioning co-varied positively to study efforts and negatively to homework procrastination only among students who believed that ability is malleable. Also, beliefs that ability is fixed predicted poorer grades, lower mean levels of study efforts, and higher homework procrastination. The results underscore the necessity of taking a more dynamic view when studying motivational phenomena and the importance of jointly considering the implicit theory framework and self-determination theory.

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“…One intriguing possibility is that young and older adults summon different mindsets about ability when pursuing MAVO goals. Several studies show that young adults view ability as fixed during MAVO goal pursuit (Bong, 2009;Elliot & McGregor, 2011;Howell & Buro, 2009). They strive to avoid decline or learning failures while also believing that ability is largely fixed.…”

Section: Limitations and Alternative Interpretationsmentioning

confidence: 99%

Are mastery-avoidance achievement goals always detrimental? An adult development perspective

Senko

Freund

2015

Motiv Emot

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Achievement goal research consistently reveals that mastery-avoidance goals (i.e., striving to avoid losses) are maladaptive, especially in comparison to mastery-approach goals (i.e., striving for gains). Nearly all of it has been done with children or young adults, however. Lifespan theories of motivation posit that people in late adulthood are more likely than young adults to strive toward maintenance and lossprevention rather than gains, and also that they sometimes profit from pursuing those goals. Integrating the two approaches, this experiment compared young and older adults' experience and performance on a laboratory task when pursuing either mastery-approach or mastery-avoidance goals. Results show that young adults perceived the mastery-approach goal to be more attainable and therefore felt less pressure, enjoyed the task more, and performed better with it, whereas older adults showed this pattern with the mastery-avoidance goal. This matching effect replicates recent research on adult development and has broader implications for achievement goal theory and avoidance motivation in general. Mastery-Avoidance Achievement Goals 2 AbstractAchievement goal research consistently reveals that mastery-avoidance goals (i.e., striving to avoid losses) are maladaptive, especially in comparison to mastery-approach goals (i.e., striving for gains). Nearly all of it has been done with children or young adults, however.Lifespan theories of motivation posit that people in late adulthood are more likely than young adults to strive toward maintenance and loss-prevention rather than gains, and also that they sometimes profit from pursuing those goals. Integrating the two approaches, this experiment compared young and older adults' experience and performance on a laboratory task when pursuing either mastery-approach or mastery-avoidance goals. Results show that young adults perceived the mastery-approach goal to be more attainable and therefore felt less pressure, enjoyed the task more, and performed better with it, whereas older adults showed this pattern with the mastery-avoidance goal. This matching effect replicates recent research on adult development and has broader implications for achievement goal theory and avoidance motivation in general.Key words: Achievement goals, mastery-avoidance, gains, losses, adult agedifferences Mastery-Avoidance Achievement Goals 3 Are Mastery-Avoidance Achievement Goals Always Detrimental?An Adult Development Perspective Achievement goal theory (Dweck, 1986;Nicholls, 1984) distinguishes two main types of goals often pursued in achievement situations: mastery goals, which focus on learning or developing one's ability, and performance goals, which instead focus on demonstrating one's ability by outperforming peers. Additionally, these goals separate into approach and avoidance forms (Elliot & McGregor, 2001;Pintrich, 2000). Mastery-approach goals entail striving to learn or improve, whereas mastery-avoidance goals entail striving to avoid failures to learn or decline in skill....

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Implicit beliefs, achievement goals, and procrastination: A mediational analysis

Cited by 104 publications

References 15 publications

Mind-sets matter: A meta-analytic review of implicit theories and self-regulation.

Mind-sets matter: A meta-analytic review of implicit theories and self-regulation.

Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being

Are mastery-avoidance achievement goals always detrimental? An adult development perspective

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