{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/23614"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/23614","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Beliefs about intelligence and achievement-related behaviors","abstract":"\"Dweck & Leggett (1988) hypothesized that people's \"\"theories\"\" of intelligence (beliefs about the degree to which intelligence can be increased) make them vulnerable to helpless or mastery-oriented behavior following failure. I hypothesized that \"\"generality beliefs\"\" (beliefs about the degree to which intelligence is generally instrumental for achieving goals) would influence the intensity and scope of reactions to failure. Results of two studies supported the hypotheses. Students who believed intelligence was unchangeable but generally instrumental tended to perform better than others before and after an intellectual failure, but withdrew and showed defensive tendencies in the face of prolonged failure. Students who believed intelligence could be changed and that it was generally instrumental showed greater persistence in the face of prolonged failure. Students who believed intelligence had a narrow influence in life showed relatively neutral reactions. Implications for current attribution models of achievement-related behaviors are discussed.\"","abstract_html":""Dweck & Leggett (1988) hypothesized that people's ""theories"" of intelligence (beliefs about the degree to which intelligence can be increased) make them vulnerable to helpless or mastery-oriented behavior following failure. I hypothesized that ""generality beliefs"" (beliefs about the degree to which intelligence is generally instrumental for achieving goals) would influence the intensity and scope of reactions to failure. Results of two studies supported the hypotheses. Students who believed intelligence was unchangeable but generally instrumental tended to perform better than others before and after an intellectual failure, but withdrew and showed defensive tendencies in the face of prolonged failure. Students who believed intelligence could be changed and that it was generally instrumental showed greater persistence in the face of prolonged failure. Students who believed intelligence had a narrow influence in life showed relatively neutral reactions. Implications for current attribution models of achievement-related behaviors are discussed."","abstract_has_math":false,"creators":["Bergen, Randall Scott"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology, Social","degree_department":null,"school":null,"contributors":["Dweck, Carol S."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T14:20:41Z","date_published":"2011-05-07T14:20:41Z","updated_at":"2026-07-22T22:25:22Z","subjects":["Psychology, Social","Psychology, Personality"],"languages":["eng"],"rights":["Copyright 1991 Bergen, Randall Scott"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9210743","(UMI)AAI9210743"],"render_values":[{"text":"AAI9210743","href":null,"code":true},{"text":"(UMI)AAI9210743","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/23614","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":["Bergen, Randall Scott"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T14:20:41Z","10000-01-01","1991"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology, Social","Psychology, Personality"]},{"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","Psychology, Personality"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1991 Bergen, Randall Scott"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9210743","(UMI)AAI9210743","http://hdl.handle.net/2142/23614"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"Dweck & Leggett (1988) hypothesized that people's \"\"theories\"\" of intelligence (beliefs about the degree to which intelligence can be increased) make them vulnerable to helpless or mastery-oriented behavior following failure. I hypothesized that \"\"generality beliefs\"\" (beliefs about the degree to which intelligence is generally instrumental for achieving goals) would influence the intensity and scope of reactions to failure. Results of two studies supported the hypotheses. Students who believed intelligence was unchangeable but generally instrumental tended to perform better than others before and after an intellectual failure, but withdrew and showed defensive tendencies in the face of prolonged failure. Students who believed intelligence could be changed and that it was generally instrumental showed greater persistence in the face of prolonged failure. Students who believed intelligence had a narrow influence in life showed relatively neutral reactions. Implications for current attribution models of achievement-related behaviors are discussed.\"","Made available in DSpace on 2011-05-07T14:20:41Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9210743.pdf: 4196360 bytes, checksum: af2866f6e6bef64c45aa1f0554cfb2e4 (MD5) Previous issue date: 1991","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T15:05:40Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:31:29-05:00 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":["Beliefs about intelligence and achievement-related behaviors"]}]}],"canonical_facts":{"dc:contributor":["Dweck, Carol S."],"dc:creator":["Bergen, Randall Scott"],"dc:date":["2011-05-07T14:20:41Z","10000-01-01","1991"],"dc:description":["\"Dweck & Leggett (1988) hypothesized that people's \"\"theories\"\" of intelligence (beliefs about the degree to which intelligence can be increased) make them vulnerable to helpless or mastery-oriented behavior following failure. I hypothesized that \"\"generality beliefs\"\" (beliefs about the degree to which intelligence is generally instrumental for achieving goals) would influence the intensity and scope of reactions to failure. Results of two studies supported the hypotheses. Students who believed intelligence was unchangeable but generally instrumental tended to perform better than others before and after an intellectual failure, but withdrew and showed defensive tendencies in the face of prolonged failure. Students who believed intelligence could be changed and that it was generally instrumental showed greater persistence in the face of prolonged failure. Students who believed intelligence had a narrow influence in life showed relatively neutral reactions. Implications for current attribution models of achievement-related behaviors are discussed.\"","Made available in DSpace on 2011-05-07T14:20:41Z (GMT). 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