{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/19342"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/19342","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Children's thinking about traits: Implications for judgements of the self and others","abstract":"Two studies provide evidence that a belief in stable traits leads to a focus on judging those traits in oneself and others, and along with this a focus on outcomes and behaviors through which traits can be judged. A total of 202 second graders (7- and 8-year-olds; an age at which major development changes in understanding of the academic and social domains are occurring) were interviewed. For both domains, a belief in sociomoral stability (the notion that one's goodness or badness is stable) was found to be associated with an emphasis on trait evaluation. In the academic domain, emphasis was placed upon the evaluative meanings of performance outcomes, as opposed to learning processes such as effort and strategy generation. Similarly, in the social domain, a belief in sociomoral stability was associated with an emphasis on traits and the evaluative meanings of behaviors, rather than on mediating processes such as context and intention. This pattern of findings suggests that beliefs about the stability of traits serve as important organizing principles for thinking about and functioning within the academic and social domains.","abstract_html":"Two studies provide evidence that a belief in stable traits leads to a focus on judging those traits in oneself and others, and along with this a focus on outcomes and behaviors through which traits can be judged. A total of 202 second graders (7- and 8-year-olds; an age at which major development changes in understanding of the academic and social domains are occurring) were interviewed. For both domains, a belief in sociomoral stability (the notion that one's goodness or badness is stable) was found to be associated with an emphasis on trait evaluation. In the academic domain, emphasis was placed upon the evaluative meanings of performance outcomes, as opposed to learning processes such as effort and strategy generation. Similarly, in the social domain, a belief in sociomoral stability was associated with an emphasis on traits and the evaluative meanings of behaviors, rather than on mediating processes such as context and intention. This pattern of findings suggests that beliefs about the stability of traits serve as important organizing principles for thinking about and functioning within the academic and social domains.","abstract_has_math":false,"creators":["Heyman, Gail Deborah"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Dweck, Carol S."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T12:04:32Z","date_published":"2011-05-07T12:04:32Z","updated_at":"2026-07-22T22:25:12Z","subjects":["Psychology, Social","Education, Educational Psychology","Psychology, Developmental"],"languages":["eng"],"rights":["Copyright 1995 Heyman, Gail Deborah"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9629014","(UMI)AAI9629014"],"render_values":[{"text":"AAI9629014","href":null,"code":true},{"text":"(UMI)AAI9629014","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/19342","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dweck, Carol S."]},{"key":"dc:creator","label":"Author","values":["Heyman, Gail Deborah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T12:04:32Z","10000-01-01","1995"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology, Social","Education, Educational Psychology","Psychology, Developmental"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1995 Heyman, Gail Deborah"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9629014","(UMI)AAI9629014","http://hdl.handle.net/2142/19342"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Two studies provide evidence that a belief in stable traits leads to a focus on judging those traits in oneself and others, and along with this a focus on outcomes and behaviors through which traits can be judged. A total of 202 second graders (7- and 8-year-olds; an age at which major development changes in understanding of the academic and social domains are occurring) were interviewed. For both domains, a belief in sociomoral stability (the notion that one's goodness or badness is stable) was found to be associated with an emphasis on trait evaluation. In the academic domain, emphasis was placed upon the evaluative meanings of performance outcomes, as opposed to learning processes such as effort and strategy generation. Similarly, in the social domain, a belief in sociomoral stability was associated with an emphasis on traits and the evaluative meanings of behaviors, rather than on mediating processes such as context and intention. This pattern of findings suggests that beliefs about the stability of traits serve as important organizing principles for thinking about and functioning within the academic and social domains.","Made available in DSpace on 2011-05-07T12:04:32Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9629014.pdf: 2581327 bytes, checksum: a40caa0265a168d4ee6d64eacd409602 (MD5) Previous issue date: 1995","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:36:18Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:14:37-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["Children's thinking about traits: Implications for judgements of the self and others"]}]}],"canonical_facts":{"dc:contributor":["Dweck, Carol S."],"dc:creator":["Heyman, Gail Deborah"],"dc:date":["2011-05-07T12:04:32Z","10000-01-01","1995"],"dc:description":["Two studies provide evidence that a belief in stable traits leads to a focus on judging those traits in oneself and others, and along with this a focus on outcomes and behaviors through which traits can be judged. A total of 202 second graders (7- and 8-year-olds; an age at which major development changes in understanding of the academic and social domains are occurring) were interviewed. For both domains, a belief in sociomoral stability (the notion that one's goodness or badness is stable) was found to be associated with an emphasis on trait evaluation. In the academic domain, emphasis was placed upon the evaluative meanings of performance outcomes, as opposed to learning processes such as effort and strategy generation. Similarly, in the social domain, a belief in sociomoral stability was associated with an emphasis on traits and the evaluative meanings of behaviors, rather than on mediating processes such as context and intention. This pattern of findings suggests that beliefs about the stability of traits serve as important organizing principles for thinking about and functioning within the academic and social domains.","Made available in DSpace on 2011-05-07T12:04:32Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9629014.pdf: 2581327 bytes, checksum: a40caa0265a168d4ee6d64eacd409602 (MD5) Previous issue date: 1995","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:36:18Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:14:37-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["AAI9629014","(UMI)AAI9629014","http://hdl.handle.net/2142/19342"],"dc:language":["eng"],"dc:rights":["Copyright 1995 Heyman, Gail Deborah"],"dc:subject":["Psychology, Social","Education, Educational Psychology","Psychology, Developmental"],"dc:title":["Children's thinking about traits: Implications for judgements of the self and others"],"dc:type":["text"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:12Z"}