Implicit Theories of Interest: Finding Your Passion or Developing It?

O’Keefe, Paul A.; Dweck, Carol S.; Walton, Gregory M.

doi:10.1177/0956797618780643

Cited by 101 publications

(100 citation statements)

References 21 publications

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“…As such, an exciting avenue for future research is to extend the current research by testing how repeatedly engaging in this process might have long-lasting consequences for well-being (e.g., might it help people choose majors or careers that they find more satisfying, potentially producing consequences for their productivity and life satisfaction more broadly?). Further, testing the current effects in an iterative manner has the potential to provide deeper insight into how people develop their interests over time (O'Keefe, Dweck, & Walton, 2018).…”

Section: Developing Accurate Self-beliefsmentioning

confidence: 99%

I can see myself enjoying that: Using imagery perspective to circumvent bias in self-perceptions of interest.

Niese¹,

Libby²,

Eibach³

et al. 2019

Journal of Experimental Psychology: General

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Section: Developing Accurate Self-beliefsmentioning

confidence: 99%

I can see myself enjoying that: Using imagery perspective to circumvent bias in self-perceptions of interest.

Niese¹,

Libby²,

Eibach³

et al. 2019

Journal of Experimental Psychology: General

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“…It's long been documented that people hold different beliefs about the malleability of human general attributes such as intelligence (Dweck, 1999;Blackwell et al, 2007), personality (Chiu et al, 1997b), morality (Chiu et al, 1997a), and even many specific attributes like willpower (Job et al, 2010), interest (O'Keefe et al, 2018), or emotion (Tamir et al, 2007). These beliefs are the manifestation of their implicit theories or mindsets.…”

Section: Introductionmentioning

confidence: 99%

Creative Mindsets: Scale Validation in the Chinese Setting and Generalization to the Real Workplace

2020

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Creative mindsets reflect the implicit beliefs individuals hold regarding the nature of creativity as innate (i.e., fixed mindset) or malleable (i.e., growth mindset). Karwowski (2014) developed the Creative Mindsets Scale (CMS), in which fixed and growth creative mindsets were each measured with five items. Across three studies, the current study aimed to examine its psychometric properties in Chinese settings and to explore to what extent effects of creative mindsets on creativity were generalized to the real workplace. Based on the survey data of 216 college students (Study 1) and 205 full-time employees (Study 2) in China, results consistently indicated that a twofactor structure, in which both types of creative mindsets were independent of each other, was confirmed. Measures of both types of creative mindsets were of satisfactory psychometric features in terms of reliability (internal consistency) and validity (construct, convergent, and discriminant validities). Furthermore, Study 1 provided evidence for the incremental validity of creative mindsets beyond mindsets of intelligence in explaining creative personal identity and creative self-efficacy. Based on a third independent sample consisting of 282 full-time employees from several Chinese companies, Study 3 further demonstrated that measures of creative mindsets could predict employees' creative performance as rated by their supervisors, lending additional support for their generalizability to the real workplace. Moreover, growth mindset, but not fixed mindset, was significantly related to creative performance, and such an effect was mediated by effort. The present study contributes to the creative mindset literature by cross-validating the CMS's psychometric properties in a new setting and empirically establishing the link between creative mindsets and employees' creativity in the real workplace.

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“…The role of passion, a hallmark of Altruist energy, and the expectation for researcher objectivity can be a difficult balance to strike in a doctoral program, especially as it relates to the dissertation (O'Keefe, Dweck, & Walton, 2018;Ségol, 2009;Stevens-Long et al, 2012). Passion can provide that extra motivation to stay-the-course when students' data collection and analysis do not go as planned, because Altruists see that eventual knowledge as a potential elixir for others' problems.…”

Section: The Altruistmentioning

confidence: 99%

An Archetypal Analysis of Doctoral Education as a Heroic Journey

Salter

2019

IJDS

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Aim/Purpose: The purpose of this conceptual paper is to align key aspects of the heroic journey archetype with existing research and writing about doctoral students, thereby extending previous discussions of this topic. Background: While obtaining a doctoral degree is often described as a heroic journey, that assertion has not been fully explored from a depth psychology standpoint. Because myth is a form of pedagogy, key heroic archetypes (Pearson, 1986; 1991) provide a means to describe and understand the student experience. Methodology: This synthesis of the scholarship on doctoral education is framed within an alignment of the heroic journey monomyth described by Campbell (2008) to the progression of doctoral student experiences (Gardner, 2009). Various movie characters are used to illustrate the three primary stages of the heroic journey: the departure, initiation, and the return. Contribution: Consistent with other applications of archetypal psychology to education (e.g., Mayes, 2010), the paper presents a way for faculty and students to understand and reflect on the overall educational process. Findings: A more elaborated view of the doctoral journey is provided, including the sequence of challenges faced by students in the process and the types of Hero energies expressed at different points. Recommendations for Practitioners: The responsibilities of doctoral program faculty to create an experience that helps assure success and to mentor students appropriately are reinforced. Recommendation for Researchers: While not a research study, the discussion in this conceptual paper provides a broader context for use of the monomyth as an organizing framework for studies of doctoral education. Impact on Society: The commonly recognized 50% success rate of the best-and-brightest in higher education speaks to the size and scope of the challenge and the resulting stresses from taking this journey. Based on the apparent congruency of the monomyth to the process of doctoral education, continued use of this archetype to address these challenges would seem to be indicated.

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Implicit Theories of Interest: Finding Your Passion or Developing It?

Cited by 101 publications

References 21 publications

I can see myself enjoying that: Using imagery perspective to circumvent bias in self-perceptions of interest.

I can see myself enjoying that: Using imagery perspective to circumvent bias in self-perceptions of interest.

Creative Mindsets: Scale Validation in the Chinese Setting and Generalization to the Real Workplace

An Archetypal Analysis of Doctoral Education as a Heroic Journey

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