Implicit theories of ability and self-efficacy: Testing alternative social cognitive models to science motivation.
Our overall goal was to empirically test what we called the “growth mindset as inoculation” hypothesis using a series of latent profile analytical approaches. This inoculation hypothesis, which is consistent with the way in which Dweck and Leggett (1988) described their social cognitive approach, states that believing in the malleability of intelligence serves a protective role against negative motivational and achievement outcomes. Participants were Grade 6 students (n = 504) from a middle school and Grade 10 students (n = 354) from two high schools in the Southeastern part of the United States. Two distinct patterns ...
Source: Zeitschrift fur Psychologie - August 3, 2017 Category: Psychiatry & Psychology Source Type: research
Primary school students’ implicit theories and their reading motivation: The role of parents’ and teachers’ effort feedback.
Parents’ and teachers’ effort feedback is considered to be an important prerequisite for children’s implicit theories of intelligence and their academic self-concepts as well as for their learning and achievement motivation. Therefore, our study examines whether differences in N = 685 primary school students’ implicit theories, their reading self-concepts, and their reading motivation can be predicted by their perceptions of their parents’ and teachers’ effort feedback on reading processes. The results of a structural equation model show that children’s perceptions of their parents’ effort feedback predict ...
Source: Zeitschrift fur Psychologie - August 3, 2017 Category: Psychiatry & Psychology Source Type: research
Students’ growth mindsets, goals, and academic outcomes in mathematics.
The majority of educational research on the associations between growth constructs and academic outcomes has adopted a somewhat piecemeal approach, focusing on either growth mindset (implicit beliefs about intelligence) or growth goals. We explore an integrative approach to analyzing the impact of well-established and emerging growth constructs (viz. growth mindset, self-based growth goals, task-based growth goals) on academic outcomes in mathematics. Our participants were secondary school students (n = 4,411) in grades 7–9 from 19 schools in Australia. We used confirmatory factor analysis (CFA) and structural equation m...
Source: Zeitschrift fur Psychologie - August 3, 2017 Category: Psychiatry & Psychology Source Type: research
Conceptual issues and assessment of implicit theories.
We reviewed fundamental conceptual issues and the state of research on the definition and assessment of implicit theories. We grappled with the following controversies related to the construct: (a) Are entity theory and incremental theory opposite ends of the same continuum? (b) How can scholars use more sophisticated methodologies to classify individuals into either the entity or incremental theory? (c) Given shifting conceptions of what intelligence is, how can scholars refine the implicit theory of intelligence construct? Given these conceptual issues, we then addressed practical issues related to the assessment of impl...
Source: Zeitschrift fur Psychologie - August 3, 2017 Category: Psychiatry & Psychology Source Type: research
Implicit theories: International perspectives from multiple domains.
Individuals develop fundamental assumptions about human attributes to explain and understand their world. These implicit theories incorporate beliefs about the fixedness or malleability of a personal attribute such as intelligence, willpower, and personality, and organize the way people ascribe meaning to events. These lay theories about the self have been shown to make a difference for success in different fields (e.g., academics, social relationships, and physical health). The study of implicit theories has gained increased importance as modern societies are confronted with numerous economic, social, and structural chang...
Source: Zeitschrift fur Psychologie - August 3, 2017 Category: Psychiatry & Psychology Source Type: research
Intercultural competence development among university students from a self-regulated learning perspective: Theoretical model and measurement.
Intercultural competence is defined as a lifelong learning task that can be developed in any intergroup situation. A self-regulated learning model is applied to better understand the intercultural learning process that is initiated during the forethought phase, monitored during the performance phase, and evaluated during the self-reflection phase. In each phase, particular psychological constructs are important to initiate, monitor, and evaluate the learning process. The empirical goals of the present study were (1) to develop a self-report questionnaire capturing the three learning phases, (2) to test the theoretical stru...
Source: Zeitschrift fur Psychologie - July 17, 2017 Category: Psychiatry & Psychology Source Type: research
Parents’ and teachers’ opinions on bullying and cyberbullying prevention: The relevance of their own children’s or students’ involvement.
The goals of the present study were (1) to examine parents’ and teachers’ opinions on bullying and cyberbullying prevention, and (2) to investigate whether the involvement of their children or students in bullying affects their opinions. Altogether, 959 adults (466 parents, 493 teachers) reported on their opinions. More than 95% of parents and teachers regarded bullying as an important topic. Cyberbullying was seen as the least serious form and physical bullying as the most serious one. Ninety-five percent of parents and 90% of teachers stated that they would accept a bullying prevention program; 61% of parents and 75%...
Source: Zeitschrift fur Psychologie - July 17, 2017 Category: Psychiatry & Psychology Source Type: research
Measuring a mastery goal structure using the TARGET framework: Development and validation of a classroom Goal Structure Questionnaire.
In prior research, goal structures have been measured as macroscopic and holistic constructs referring to all activities in the classroom setting associated with learning and performing on a meta-level. A more comprehensive approach for identifying concrete classroom structures that should foster students’ mastery goals is provided by the multidimensional TARGET framework with its six instructional dimensions (Task, Autonomy, Recognition, Grouping, Evaluation, Time). However, measurement instruments assessing students’ perceptions of all TARGET dimensions are largely lacking. The main aim of this study was to develop a...
Source: Zeitschrift fur Psychologie - July 17, 2017 Category: Psychiatry & Psychology Source Type: research
Is the Implicit Association Test for aggressive attitudes a measure for attraction to violence or traumatization?
Traumatic exposure is particularly devastating for those who, at a young age, have become combatants or experienced massive adversity after abduction by armed movements. We investigated the impact of traumatic stressors on psychopathology among war-affected young men of Northern Uganda, including former child soldiers. Adaptation to violent environments and coping with trauma-related symptoms often result in an increasing appetite for violence. We analyze implicit attitudes toward violence, assessed by an Implicit Association Test (IAT), among 64 male participants. Implicit attitudes varied as a function of the number of e...
Source: Zeitschrift fur Psychologie - July 17, 2017 Category: Psychiatry & Psychology Source Type: research
Assessing suffering in experimental pain models: Psychological and psychophysiological correlates.
Although suffering is a central issue in pain, there is only little research on this topic. The aim of this study was to assess suffering in an experimental context using various stimulation methods and durations, and to examine which psychological or psychophysiological measures covary with pain-related suffering. Twenty-one healthy volunteers participated in two experiments in which we used tonic thermal and phasic electric stimuli with short and long stimulus durations. The participants rated pain intensity, unpleasantness, and pain-related suffering on separate visual analog scales (VAS) and completed the Pictorial Rep...
Source: Zeitschrift fur Psychologie - July 17, 2017 Category: Psychiatry & Psychology Source Type: research
Measuring the zero-risk bias: Methodological artefact or decision-making strategy?
Uncertainty is a dynamic state that is perceived as discomforting and individuals are highly motivated to reduce these feelings. With regard to risky decision making, people tend to overweigh the value of certainty and opt for zero-risk solutions, even if this results in a less favorable outcome. This phenomenon is referred to as the zero-risk bias and it has been demonstrated in varying contexts and with different methods. However, there is a high variance in the emergence of the bias reported by the existing literature, leaving it unclear to what extent the bias was evoked by the method or whether other psychological fac...
Source: Zeitschrift fur Psychologie - July 17, 2017 Category: Psychiatry & Psychology Source Type: research
Measuring age-related differences in using a simple decision strategy: The case of the recognition heuristic.
According to the recognition heuristic, decision makers base their inferences on recognition alone, assuming that recognized objects have larger criterion values than unrecognized ones. Knowing that recognition is a valid cue and thus using the recognition heuristic should increase with age. This was tested in two experiments with preadolescents (N = 140), adolescents (N = 186), and adults (N = 78). The results show, as expected, a monotonic age-related trend in the improvement of domain-specific knowledge but, unexpectedly, a non-monotonic one for using the recognition heuristic. More specifically, use of the recognition ...
Source: Zeitschrift fur Psychologie - July 17, 2017 Category: Psychiatry & Psychology Source Type: research
Measuring individual differences in implicit learning with artificial grammar learning tasks: Conceptual and methodological conundrums.
Implicit learning can be defined as learning without intention or awareness. We discuss conceptually and investigate empirically how individual differences in implicit learning can be measured with artificial grammar learning (AGL) tasks. We address whether participants should be instructed to rate the grammaticality or the novelty of letter strings and look at the impact of a knowledge test on measurement quality. We discuss these issues from a conceptual perspective and report three experiments which suggest that (1) the reliability of AGL is moderate and too low for individual assessments, (2) a knowledge test decreases...
Source: Zeitschrift fur Psychologie - July 17, 2017 Category: Psychiatry & Psychology Source Type: research
Ten years after.
With the current issue 1 of volume 225 (2017), the Zeitschrift für Psychologie (ZfP) celebrates its tenth anniversary as an English-language journal devoted to publishing topical issues from all branches of psychological science. 10 years ago, Holling and Erdfelder (2007) were the first to launch an issue that was entirely published in English – a topical issue on human memory. Looking back at the past 10 years and the 40 topical issues that have appeared since Holling and Erdfelder’s issue 1 of volume 215 (2007), the editors feel that the step taken in 2007 was clearly worthwhile. (PsycINFO Database Record (c) 2017 A...
Source: Zeitschrift fur Psychologie - July 17, 2017 Category: Psychiatry & Psychology Source Type: research
“Disintegration as an additional trait in the psychobiological model of personality: Assessing discriminant validity via meta-analysis”: Correction to Lazarević et al. (2016).
Reports an error in "Disintegration as an additional trait in the psychobiological model of personality: Assessing discriminant validity via meta-analysis" by Ljiljana B. Lazarevi ć, Michael Bošnjak, Goran Knežević, Boban Petrović, Danka Purić, Predrag Teovanović, Goran Opačić and Bojana Bodroža (Zeitschrift für Psychologie, 2016, Vol 224[3], 204-215). In the article, the title and doi were incorrect in the reference Knežević, G., Lazarević, Lj. B., et al. (2016 ). The corrected reference is provided. (The following abstract of the original article appeared in record 2016-52618-006.) This meta-analytic study ...
Source: Zeitschrift fur Psychologie - February 15, 2017 Category: Psychiatry & Psychology Authors: No authorship indicated Source Type: research
