Mindset Theory
In this chapter, we will introduce Mindset Theory which proposes that people hold different beliefs about the malleability of human attributes, such as intelligence and personality. Research demonstrated that these so-called mindsets or implicit theories
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Katharina Bernecker and Veronika Job
Contents Introduction
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Incremental Versus Entity Theories Measurement of Implicit Theories Stability of Implicit Theories Origins of Implicit Theories
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Mechanisms: Implicit Theories Work in Meaning Systems Learning and Performance Goals Effort Beliefs Attributions Mastery-Oriented and Helpless Strategies
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Application of Mindset Theory in the Context of Interpersonal Aggression
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Recommended Reading
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Guiding Answers to Questions in the Chapter
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References
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K. Bernecker (*) Leibniz-Institut für Wissensmedien, Tübingen, Germany e-mail: [email protected] V. Job Technische Universität Dresden, Dresden, Germany
Introduction When Roger Federer says “I believe that I can still improve my game” (Hudson, 2014), this feels impressive but also somewhat odd; how can somebody with his achievements (at the time, aged 33, he had already won 17 Grand Slam tournaments, more than any other male player in the world) still believe that he can improve? Could such an extraordinary confidence in his ability to learn and to improve himself be part of his unmatched success as Grand Slam winner? Rodger Federer’s quote illustrates what Carol S. Dweck called a growth mindset.1 It involves the passion for learning, growth, and constant self-improvement and makes people capable of overcoming challenges and setbacks through endurance and the investment of effort. It’s counterpart, the so-called fixed mindset, is characterized by the belief that one’s competencies and talents (like intelligence or creativity) are carved in stone and basically unchangeable. According to Mindset Theory, people with a fixed mindset, as compared to a growth mindset, are more interested in proving and validating themselves than in actual improvement and, hence, more vulnerable to get discouraged by mistakes and setbacks. The use of the term “mindset” here is different from that used in the Mindset Theory of Action Phases (cf. Keller, Bieleke, & Gollwitzer, Chap. 2).
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© Springer Nature Switzerland AG 2019 K. Sassenberg, M. L. W. Vliek (eds.), Social Psychology in Action, https://doi.org/10.1007/978-3-030-13788-5_12
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Definition Box
Mindsets (or implicit theories) are people’s lay beliefs about the nature of human attributes, such as intelligence or personality. Fixed mindset (or entity theory) is the belief that human attributes, such as intelligence or personality, are fixed and cannot be changed. Growth mindset (or incremental theory) is the belief that human attributes, such as intelligence or personality, are malleable and can be changed substantially.
The development of Mindset Theory originally began in the 1970s when Carol S. Dweck in her studies observed that children reacted very differently to challenges and setbacks (Dweck, 2012a). While some children were easily unsettled by difficulties and desperately tried to avoid them, others liked challenges and were even actively s
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