Implicit theories and youth mental health problems: A random-effects meta-analysis

Schleider, Jessica L.; Abel, Madelaine R.; Weisz, John R.

doi:10.1016/j.cpr.2014.11.001

Cited by 150 publications

(124 citation statements)

References 54 publications

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“…As initial support of this possibility, in past studies an entity theory of personality predicted greater self-reported stress and anxiety following ostracism, as well as greater reports of psychosocial stress (Yeager, Johnson, et al, 2014) and psychopathology (Miu & Yeager, 2015; Schleider, Abel, & Weisz, 2015). Furthermore, implicit theories of personality relate to negative self-conscious emotions such as shame (Yeager, Trzesniewski, Tirri, Nokelainen, & Dweck, 2011), and these self-conscious emotions co-occur with threat-type physiological reactions to social-evaluative stress (Dickerson & Kemeny, 2004).…”

Section: Theoretical Backgroundmentioning

confidence: 94%

How to Improve Adolescent Stress Responses

2016

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This research integrated implicit theories and the biopsychosocial (BPS) model of challenge and threat, hypothesizing that adolescents would be more likely to conclude that they have the resources to meet the demands of an evaluative social situation when they were taught a belief that people have the potential to change their socially-relevant traits. Study 1 (N=60) randomly assigned high school adolescents to an incremental theory of personality or control condition, and then administered a standardized social stress task. Relative to controls, incremental theory participants exhibited improved stress appraisals, more adaptive neuroendocrine and cardiovascular responses (lower salivary cortisol, reduced vascular resistance, higher stroke volume, and more rapid return to homeostasis after stress offset), and better performance outcomes. Study 2 (N=205) used a daily diary intervention study to test high school adolescents’ stress reactivity outside the laboratory. Threat appraisals (days 5–9 post-intervention) and neuroendocrine responses (cortisol and DHEA-S; days 8–9 post-intervention only) were untethered from the intensity of daily stressors when adolescents received the incremental theory of personality intervention. The intervention also improved grades over freshman year. These findings offer new avenues for improving theories of adolescent stress and coping.

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Section: Theoretical Backgroundmentioning

confidence: 94%

How to Improve Adolescent Stress Responses

2016

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“…By providing an interpretative lens, they help shape judgments and reactions to life events and others’ behavior (Chiu, Hong, & Dweck, 1997; Yeager, Trzesniewski, Tirri, Nokelainen, & Dweck, 2011). Studies suggest that adolescents who believe people’s traits are fixed and unchangeable—that is, who have a fixed mindset of personality—are more likely than others to show helpless responses to social stress (Erdley, Cain, Loomis, Dumas-Hines, & Dweck, 1997; Yeager, Miu, Powers, & Dweck, 2013) and higher levels of mental health problems, both cross-sectionally (Schleider, Abel, & Weisz, 2015) and over time (Romero et al, 2014; Schleider & Weisz, in press). However, recent studies suggest that when adolescents are persuaded that people’s traits have the potential to change—that is, when they adopt a growth mindset of personality— they are less likely to show helplessness in response to social setbacks (Erdley et al, 1997).…”

Section: Modifying Mindsets: a Scalable Intervention Strategymentioning

confidence: 99%

“…Specifically, we tested whether a single-session intervention teaching growth mindset of personality, or the belief that one’s personality is malleable—as opposed to fixed personality mindset, or the belief that one’s personality is fixed and unchangeable (Dweck, 2008)—could reduce established risk factors for youth internalizing problems. Compared to growth mindsets, fixed mindsets of personal traits have demonstrated cross-sectional and prospective relations with higher levels of anxiety and depression in youths (Romero, Master, Paunesku, Dweck, & Gross, 2014; Schleider, Abel, & Weisz, 2015; Schleider & Weisz, in press). Further, in a recent study, a single-session growth personality mindset intervention reduced the development of depressive symptoms in a community sample of adolescents, supporting these theories as promising prevention targets—even when taught in an extremely brief format (Miu & Yeager, 2015).…”

mentioning

confidence: 99%

Reducing risk for anxiety and depression in adolescents: Effects of a single-session intervention teaching that personality can change

Schleider

Weisz

2016

Behaviour Research and Therapy

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Efforts to reduce youth mental health problems have advanced greatly but have not lowered overall rates of youth mental illness. Thus, a need exists for disseminable, mechanism-targeted approaches to reducing risk of youth psychopathology. Accordingly, we conducted a randomized-controlled trial testing whether a single-session intervention teaching growth personality mindsets (the belief that personality is malleable) reduced known risk factors for anxiety and depression in adolescents experiencing or at risk for internalizing problems (N=96, ages 12-15). Compared to a supportive-therapy control, a 30-minute computer-guided mindset intervention strengthened adolescents’ perceived control; this improvement was associated with increases in growth mindsets. Further, electrodermal activity recovery slopes showed that youths receiving the mindset intervention recovered from a lab-based social stressor over three times as fast as control group youths. Improvements in growth mindsets and perceived control were linked with faster stress recovery. Results suggest a disseminable strategy for reducing internalizing problem risk among adolescents.

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“…C. Rogers believed that realizing the personal meaning of one's own behavior is a condition for psychologically healthy development. Thereby, according to our approach, the driving force of personal development is considered to be the development of value and meaning systems that serve as the sources of personal behavior (Francis, & Crea, 2015;Schleider, Abel, & Weisz, 2015;Malkina-Pykh, & Pykh, 2016).…”

Section: Resultsmentioning

confidence: 99%

Proceedings of the Iii International Scientific and Practical Conference “Psychological Health of the Person: Life Resource and Life Potential”

2017

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The Proceedings cover different aspects of mental health research concerned with human life resource and life potential, as well as applied aspects of health psychology.The editorial policy was based on the principles of selection and reviewing of all submitted manuscripts. At the first stage all the manuscripts underwent an initial review by the Editor-in-Chief and the Editorial Board before peer-review in order to assess whether their content complied with the Conference theme. The manuscripts which did not comply with the subject matter of the Conference have been rejected. At the second stage all the manuscripts underwent a double blind review process: each work was reviewed by two experts from the Board of Reviewers; reviewing procedure was anonymous both for the experts and authors.In case of positive review results provided by both experts the contributions were included in the Editor-in-Chief Portfolio. At the third stage manuscripts underwent scientific style as well as language literacy assessment and language editing. This work was carried out by the team of Language Editors. Based on the results of the three stages of reviewing the list of the manuscripts recommended for the publication in the Conference Proceedings has been defined.The problem of assessment, prophylaxis and preserving human psychological health is of utmost importance today. Its relevance is determined, first, by the fact that both a person and his / her development as a healthy and autonomous personality represent a subject of a psychological research. Second, recent global transformations impose special requirements to the person seeking for health preservation, self-development, and self-actualisation. Among these requirements there is readiness to act in new, unpredictable conditions, to make decisions in unstable situations and to bear responsibility for one's decisions. To meet these requirements, a person should be able to see opportunities for self-development and self-fulfillment in the surrounding world, finding new meanings of his / her life activity.Existence of life resource and life potential expands the scope of any person's activities, turning the person's significant life purposes into more achievable ones. Resources are known to subjectively increase the value of a person both in his / her self-perception and in the eyes of others, making the person stronger, more prominent and proactive.Among various human resources health is a fundamental one. At the same time, life potential is not a less important characteristic, since it ensures human capacity to create, develop and use life conditions, factors and circumstances which are beneficial for an organism.Considering human health through the prism of life potential, it is necessary that the value of health within culture of its formation should be the highest, being defined not so much by the need for self-preservation but for self-improvement.The presented Proceedings are the result of both scientific studies in Psychology and fruitful and prospective long-term inte...

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Implicit theories and youth mental health problems: A random-effects meta-analysis

Cited by 150 publications

References 54 publications

How to Improve Adolescent Stress Responses

How to Improve Adolescent Stress Responses

Reducing risk for anxiety and depression in adolescents: Effects of a single-session intervention teaching that personality can change

Proceedings of the Iii International Scientific and Practical Conference “Psychological Health of the Person: Life Resource and Life Potential”

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