Abstract

This research sought to integrate C. S. Dweck and E. L. Leggett's (1988) model with attribution theory. Three studies tested the hypothesis that theories of intelligence—the belief that intelligence is malleable (incremental theory) versus fixed (entity theory)—would predict (and create) effort versus ability attributions, which would then mediate mastery-oriented coping. Study 1 revealed that, when given negative feedback, incremental theorists were more likely than entity theorists to attribute to effort. Studies 2 and 3 showed that incremental theorists were more likely than entity theorists to take remedial action if performance was unsatisfactory. Study 3, in which an entity or incremental theory was induced, showed that incremental theorists' remedial action was mediated by their effort attributions. These results suggest that implicit theories create the meaning framework in which attributions occur and are important for understanding motivation.

Keywords

AttributionPsychologySocial psychologyCoping (psychology)Cognitive psychologyMeaning (existential)Action (physics)Psychotherapist

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Publication Info

Year
1999
Type
article
Volume
77
Issue
3
Pages
588-599
Citations
1252
Access
Closed

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Ying‐yi Hong, Chi‐yue Chiu, Carol S. Dweck et al. (1999). Implicit theories, attributions, and coping: A meaning system approach.. Journal of Personality and Social Psychology , 77 (3) , 588-599. https://doi.org/10.1037/0022-3514.77.3.588

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DOI
10.1037/0022-3514.77.3.588