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[Role of implicit theories in primary school]
D Da Fonseca1, F Cury, D Bailly
1Service de pédopsychiatrie, hôpital Sainte-Marguerite, 270, boulevard Sainte-Marguerite, 13009 Marseille, France. david.dafonseca@ap-hm.fr <david.dafonseca@ap-hm.fr>
Summary
Implicit theories shape how individuals interpret attributes, influencing achievement behaviors. Entity theorists view attributes as fixed, leading to helplessness, while incremental theorists see them as malleable, promoting persistence.
Area of Science:
- Cognitive Psychology
- Social Psychology
Context:
- Implicit theories influence information processing and self-perception.
- Two primary theories exist: entity theory (fixed attributes) and incremental theory (malleable attributes).
Purpose:
- To explore the impact of implicit theories on cognitive, emotional, and behavioral responses in achievement settings.
- To understand how children attribute failure based on their implicit theories.
Summary:
- Children with entity theories attribute failures to fixed traits (e.g., low ability), leading to helpless responses and lack of persistence.
- Children with incremental theories attribute failures to malleable factors (e.g., insufficient effort), fostering persistence and strategy development.
- Environmental factors significantly influence the development of these implicit theories.
Impact:
- Understanding implicit theories can inform interventions to promote adaptive achievement behaviors.
- Highlights the importance of fostering growth mindsets in educational environments.