Evaluating the Domain Specificity of Mental Health–Related Mind-Sets

Schroder, Hans S.; Dawood, Sindes; Yalch, Matthew M.; Donnellan, M. Brent; Moser, Jason S.

doi:10.1177/1948550616644657

Cited by 86 publications

(81 citation statements)

References 57 publications

(80 reference statements)

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“…Confirming the domain specificity of implicit theories of intelligence (Schroder et al., ), we did not find evidence for the Intensity of Previous Day's Social Stressors (lagged t − 1) × Implicit Theories of Intelligence interaction on the next day's cortisol levels (see Table , Model V).…”

Section: Resultssupporting

confidence: 82%

An Entity Theory of Intelligence Predicts Higher Cortisol Levels When High School Grades Are Declining

et al. 2018

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Grades often decline during the high school transition, creating stress. The present research integrates the biopsychosocial model of challenge and threat with the implicit theories model to understand who shows maladaptive stress responses. A diary study measured declines in grades in the first few months of high school: salivary cortisol (N = 360 students, N = 3,045 observations) and daily stress appraisals (N = 499 students, N = 3,854 observations). Students who reported an entity theory of intelligence (i.e., the belief that intelligence is fixed) showed higher cortisol when grades were declining. Moreover, daily academic stressors showed a different lingering effect on the next day's cortisol for those with different implicit theories. Findings support a process model through which beliefs affect biological stress responses during difficult adolescent transitions.

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Section: Resultssupporting

confidence: 82%

An Entity Theory of Intelligence Predicts Higher Cortisol Levels When High School Grades Are Declining

et al. 2018

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“…When we feel others’ traits are fixed, it can lead to the same conclusion. Although in general, the closer an implicit theory is to the domain of the outcome, the more predictive it will be , we have not yet found different associations for self theories of personality versus other theories. To reflect the state of the evidence so far, I discuss them jointly.…”

mentioning

confidence: 57%

Dealing With Social Difficulty During Adolescence: The Role of Implicit Theories of Personality

Yeager

2017

Child Dev Perspectives

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Social difficulty during adolescence contributes to internalizing problems (e.g., depression, stress) and spurs cycles of aggression and retaliation. In this article, I review how implicit theories of personality—beliefs about whether people can change their socially relevant characteristics—can help explain why some adolescents respond to social difficulty in these ways while others do not. Believing an entity theory of personality—the belief that people cannot change—causes people to blame their own and others’ traits for social difficulty, and predicts more extreme affective, physiological, and behavioral responses (e.g., depression, aggression). Interventions that teach an incremental theory of personality—the belief that people can change—can reduce problematic reactions to social difficulty. I discuss why interventions to alter implicit theories improve adolescents’ responses to conflict and propose suggestions for research.

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“…It should be noted that recent studies (e.g., Schroder, Dawood, Yalch, Donnellan, & Moser, ) have found evidence for domain specificity of implicit theories; a strong entity or incremental theory of one domain may or may not indicate a tendency to have globally rigid or flexible cognitive styles in other domains. As pointed out by Gelman (), individuals often maintain different theories regarding their intelligence, socioemotional self, physical skills, and physical attractiveness, and thus beliefs about stability and malleability of traits or behaviors may vary depending on the particular domain.…”

Section: Implicit Entity and Incremental Theories Of Personalitymentioning

confidence: 97%

Implicit theories of shyness in American and Chinese children

Zhang

2018

Euro J Social Psych

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This study examined whether implicit theories of shyness differed between American and Chinese children and how this difference helped explain cultural variations in stereotypical views about shy children and relationship with shy peers. We found that regardless of cultural group, children's implicit theories of shyness were not related to their own shyness, but were associated with stereotypical views about shy children (positively) and relationship with shy peers (negatively). American children reported stronger entity theories of shyness, i.e., they were more likely to view shyness as a stable and immutable trait than Chinese children, which partly explained why they had worse relationships with shy peers. These findings highlight the important roles implicit theories may play in understanding cultural similarities and differences in interpersonal perception and relationship.

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Evaluating the Domain Specificity of Mental Health–Related Mind-Sets

Cited by 86 publications

References 57 publications

An Entity Theory of Intelligence Predicts Higher Cortisol Levels When High School Grades Are Declining

An Entity Theory of Intelligence Predicts Higher Cortisol Levels When High School Grades Are Declining

Dealing With Social Difficulty During Adolescence: The Role of Implicit Theories of Personality

Implicit theories of shyness in American and Chinese children

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