Skip to main content

Implicit Theories of Intelligence

  • Living reference work entry
  • First Online:
Encyclopedia of Personality and Individual Differences

Thanks are extended to the Australian Research Council for funding.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Institutional subscriptions

References

  • Aronson, J., Fried, C. B., & Good, C. (2002). Reducing stereotype threat and boosting academic achievement of African-American students: The role of conceptions of intelligence. Journal of Experimental Social Psychology, 38, 113–125. doi:10.1006/jesp.2001.1491.

    Article  Google Scholar 

  • Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263. doi:10.1111/j.1467-8624.2007.00995.x.

    Article  PubMed  Google Scholar 

  • Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139, 655–701.

    Article  PubMed  Google Scholar 

  • Croizet, J. C., & Claire, T. (1998). Extending the concept of stereotype threat to social class: The intellectual underperformance of students from low socioeconomic backgrounds. Personality and Social Psychology Bulletin, 24, 588–594. doi:10.1177/0146167298246003.

    Article  Google Scholar 

  • Diener, C. I., & Dweck, C. S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451–462. doi:10.1037/0022-3514.36.5.451.

    Article  Google Scholar 

  • Dinger, F. C., & Dickhäuser, O. (2013). Does implicit theory of intelligence cause achievement goals? Evidence from an experimental study. International Journal of Educational Research, 61, 38–47. doi:10.1016/j.ijer.2013.03.008.

    Article  Google Scholar 

  • Dinger, F. C., Dickhäuser, O., Spinath, B., & Steinmayr, R. (2013). Antecedents and consequences of students’ achievement goals: A mediation analysis. Learning and Individual Differences, 28, 90–101. doi:10.1016/j.lindif.2013.09.005.

    Article  Google Scholar 

  • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048. doi:10.1037/0003-066X.41.10.1040.

    Article  Google Scholar 

  • Dweck, C. S. (1991). Self-theories and goals: Their role in motivation, personality, and development. In R. A. Dienstbier (Ed.), Perceptions on motivation: Nebraska symposium on motivation (Vol. 38). Lincoln: University of Nebraska Press.

    Google Scholar 

  • Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. New York: Psychology Press.

    Google Scholar 

  • Dweck, C. S. (2006). Mindset. New York: Random House.

    Google Scholar 

  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273. doi:10.1037/0033-295X.95.2.256.

    Article  Google Scholar 

  • Dweck, C. S., & Licht, B. G. (1980). Learned helplessness and intellectual achievement. In J. Garber & M. E. P. Seligman (Eds.), Human helplessness theory and applications (pp. 197–221). New York: Academic.

    Google Scholar 

  • Elliot, A. J. (2006). The hierarchical model of approach-avoidance motivation. Motivation and Emotion, 30, 111–116. doi:10.1007/s11031-006-9028-7.

    Article  Google Scholar 

  • Gonzales, P. M., Blanton, H., & Williams, K. J. (2002). The effects of stereotype threat and double-minority status on the test performance of Latino women. Personality and Social Psychology Bulletin, 28, 659–670. doi:10.1177/0146167202288010.

    Article  Google Scholar 

  • Henderson, V. L., & Dweck, C. S. (1990). Achievement and motivation in adolescence: A new model and data. In S. Feldman & G. Elliot (Eds.), At the threshold: The developing adolescent. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Hong, Y., Chiu, C., Dweck, C. S., Lin, D. M.-S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77, 588–599. doi:10.1037/0022-3514.77.3.588.

    Article  Google Scholar 

  • Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77, 413–440. doi:10.1348/000709906X118036.

    Article  PubMed  Google Scholar 

  • Martin, A. J. (2009). Motivation and engagement across the academic lifespan: A developmental construct validity study of elementary school, high school, and university/college students. Educational and Psychological Measurement, 69, 794–824. doi:10.1177/0013164409332214.

    Article  Google Scholar 

  • Martin, A. J. (2015). Implicit theories about intelligence and growth (personal best) goals: Exploring reciprocal relationships. British Journal of Educational Psychology, 85, 207–223. doi:10.1111/bjep.12038.

    Article  PubMed  Google Scholar 

  • Martin, A. J., Marsh, H. W., & Debus, R. L. (2001). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. Journal of Educational Psychology, 93, 87–102.

    Article  Google Scholar 

  • Martin, A. J., Marsh, H. W., & Debus, R. L. (2003). Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective. Contemporary Educational Psychology, 28, 1–36.

    Article  Google Scholar 

  • Martin, A. J., Nejad, H., Colmar, S., & Liem, G. A. D. (2013). Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105, 728–746. doi:10.1037/a0032794.

    Article  Google Scholar 

  • Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52. doi:10.1037/0022-3514.75.1.33.

    Article  PubMed  Google Scholar 

  • Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797–811. doi:10.1037/0022-3514.69.5.797.

    Article  PubMed  Google Scholar 

  • Stipek, D., & Gralinski, J. H. (1996). Children’s beliefs about intelligence and school performance. Journal of Educational Psychology, 88, 397–407. doi:10.1037/0022-0663.88.3.397.

    Article  Google Scholar 

  • Tarbetsky, A. L., Collie, R. J., & Martin, A. J. (2015). The role of implicit theories of intelligence and ability in predicting achievement for Indigenous (Aboriginal) Australian students. Contemporary Educational Psychology. doi:10.1016/j.cedpsych.2016.01.002.

    Google Scholar 

  • Wang, Q., & Ng, F. F.-Y. (2012). Chinese students’ implicit theories of intelligence and school performance: Implications for their approach to schoolwork. Personality and Individual Differences, 52, 930–935. doi:10.1016/j.paid.2012.01.024.

    Article  Google Scholar 

  • Weiner, B. (2010). The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45, 28–36. doi:10.1080/00461520903433596.

    Article  Google Scholar 

  • Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 302–314.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Andrew J. Martin .

Editor information

Editors and Affiliations

Section Editor information

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing AG

About this entry

Cite this entry

Martin, A.J., Bostwick, K., Collie, R.J., Tarbetsky, A.L. (2016). Implicit Theories of Intelligence. In: Zeigler-Hill, V., Shackelford, T. (eds) Encyclopedia of Personality and Individual Differences. Springer, Cham. https://doi.org/10.1007/978-3-319-28099-8_980-1

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-28099-8_980-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Cham

  • Online ISBN: 978-3-319-28099-8

  • eBook Packages: Springer Reference Behavioral Science and PsychologyReference Module Humanities and Social SciencesReference Module Business, Economics and Social Sciences

Publish with us

Policies and ethics