Implicit Theories of Relationships and Close Relationship Violence

Cobb, Rebecca A.; DeWall, C. Nathan; Lambert, Nathaniel M.; Fincham, Frank D.

doi:10.1177/0146167212473159

Cited by 22 publications

(4 citation statements)

References 41 publications

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“…"Entity theorists" believe that such attributes are fixed, hardly changeable and predetermined, while the "incremental theorists" tend to believe that those particular characteristics are flexible, malleable, and essentially mutable through processes of learning and training (Dweck et al 1995a;Dweck and Leggett 1988). The literature has contributed to highlighting that holding incremental theories concerning domains such as relationships, leadership, and attributes such as intelligence or emotions tend to be associated and predict positive outcomes (Burnette et al 2010;Cabello and Fernández-Berrocal 2015;Cobb et al 2013;Costa and Faria 2018;Dweck 2012;Howell 2016).…”

Section: Implicit Theoriesmentioning

confidence: 99%

The impact of implicit theories on students’ emotional outcomes

Costa

Faria

2020

Curr Psychol

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This study examined and compared the impact of implicit theories (IT) of emotional intelligence (EI) and intelligence on different students' emotional outcomes. Three hundred forty-three students in secondary school completed measures of IT (EI and intelligence), trait and ability EI, and emotions towards school across a two-wave study. In the first round of data collection, the students were between 14 and 18 years old (M age = 15.4; SD = .63); the majority were female (58.0%) and the largest group had a high socioprofessional status 35.8% (32.2% middle and 31.9% low status). The results showed that incremental IT of EI on the first year of secondary school had a positive impact on students' self-perceptions of emotional competence, positive emotions towards school and understanding of emotion performance in the following year. The IT of intelligence had an impact only on students' future emotional performance, underlining the domain-specificity of the constructs. These findings highlight the importance of addressing students' implicit theories in the academic context, due to their relevance in promoting students' positive emotional experiences, which can ultimately impact their academic adaptation and success.

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Section: Implicit Theoriesmentioning

confidence: 99%

The impact of implicit theories on students’ emotional outcomes

Costa

Faria

2020

Curr Psychol

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“…This is because if someone believes the relationship is doomed anyway, they will be less motivated to interact with the partner in sensitive and careful ways. Indeed, growth versus entity beliefs have previously been applied to romantic relationships, and have been found to be predictive of romantic outcomes (Cobb et al, 2013;Knee et al, 2001, see also Canevello & Crocker, 2011). This is why we expected that lay beliefs that finding enduring love is possible (or not) have a strong effect on romantic relationship dysfunction and, in a second step, relationship satisfaction.…”

Section: Lay Beliefs About the Possibility Of Finding Enduring Love Amentioning

confidence: 88%

Lay Beliefs About Romantic Relationships: A Mediator of the Effect of Family Dysfunction on Romantic Relationship Satisfaction

et al. 2021

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This paper tested why people differ with regard to whether they believe it is possible to find enduring love. Variations were assumed to be due to differences in people’s experiences. Those who experienced dysfunction in their family of origin and who did not have positive relationships role-modelled to them were expected to be less likely to have positive lay beliefs about romantic relationships. Positive lay beliefs, in turn, were hypothesised to impact on dysfunction in own romantic relationships later on in life, which were in turn expected to affect relationship satisfaction. In other words, positive lay beliefs were tested as one potential mechanism through which family dysfunction whilst growing up impacts on relationship dysfunction in later adult life. This paper presents a pilot study (N = 176) which introduces a measure for ‘positive lay beliefs about romantic relationships’, and finds this measure to be associated, as expected, with dysfunction in the family of origin. The main study (N = 435) then tested the full hypothesised model (family-of-origin dysfunction → positive lay beliefs → romantic relationship dysfunction → relationship satisfaction) with structural equation modelling, and found that the model fitted the data very well, confirming the hypotheses. It was concluded that lay beliefs about whether or not it is possible to find enduring love are an important mediator of the effects of family-of-origin dysfunction on later romantic relationship satisfaction.

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“…Destiny beliefs deal with the idea that love is a matter of destiny and is manifest through ideas such as a soulmate. Growth beliefs reflect the idea that overcoming obstacles helps relationships develop (Cobb, DeWall, Lambert, & Fincham, 2013). Destiny and growth beliefs are also related to views about the power and nature of love, such as idealizing romance, love at first sight, and love conquers all (Knee, Patrick, & Lonsbary, 2003).…”

Section: A Multiplicity Of Theoretical Orientationsmentioning

confidence: 99%

Relationship Beliefs Patterns Among Relationship Education Participants at Different Venues

et al. 2019

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Objective To identify different patterns of relationship beliefs, and examine how those patterns vary across participants attending classes through different venues: community, reemployment services, and jails. Background Although there have been increased efforts to provide relationship education to underprivileged and underserved populations in diverse venues, there is little research on how the relationship education needs at different venues may vary. Method From the perspective of relationship lay theory, the present study used latent class analysis to identify patterns, or classes, of relationship beliefs among participants in community settings (n = 1,144), reemployment services settings (n = 423), and jails (n = 242). Results Five classes of relationship beliefs emerged: Low Risk, Blind Love, Sliders, Blind Love Sliders, and Control Tolerates. Differences in class membership were observed across the three venues. Being single, having a history of divorce, and no prior relationship education were associated with membership in more risky classes. Conclusion Distinct patterns of risky relationship beliefs exist among participants in different venues of relationship education. The high prevalence of the Slider class and associated beliefs indicate those beliefs may be particularly prevalent across venues. Implications The findings point to educational needs of particular groups. For example, information on the issue of sliding is needed when teaching in any setting, but information on control tolerance and blind love sliding is particularly needed when teaching in jails, and to a lesser but still elevated degree in reemployment services.

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Implicit Theories of Relationships and Close Relationship Violence

Cited by 22 publications

References 41 publications

The impact of implicit theories on students’ emotional outcomes

The impact of implicit theories on students’ emotional outcomes

Lay Beliefs About Romantic Relationships: A Mediator of the Effect of Family Dysfunction on Romantic Relationship Satisfaction

Relationship Beliefs Patterns Among Relationship Education Participants at Different Venues

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