TY - JOUR
T1 - Implicit theories moderate the relation of positive future fantasies to academic outcomes
AU - Kappes, Heather Barry
AU - Stephens, Elizabeth J.
AU - Oettingen, Gabriele
N1 - Funding Information:
This research was supported in part by a grant from the Grace Institute in New York, NY, to Gabriele Oettingen and Heather Barry Kappes, as well as by the German Science Foundation Grant DFG04-140 to Gabriele Oettingen. We are grateful to Miriam Werner, students at the University of Hamburg, and students at New York University for their help with data collection and analysis. Finally, we thank Andreas Kappes for his help designing Study 3, and Doris Mayer for her advice on key statistical analyses.
PY - 2011/6
Y1 - 2011/6
N2 - We hypothesized and observed that the degree to which students endorsed entity theories - the view that intelligence is fixed rather than malleable - attenuated the affective benefits and exacerbated the achievement drawbacks of positive fantasies in the academic domain. Positive fantasies only predicted low anger and anxiety for schoolchildren who did not strongly endorse entity theories (Study 1), and positive fantasies only predicted poor final school grades for vocational students who did strongly endorse entity theories (Study 2). An experiment indicated that for university students with stronger entity theories, positive fantasies demanded relatively little attention (Study 3), suggesting that positive fantasies obscure the opportunity for the preemptive self-regulation which promotes successful performance.
AB - We hypothesized and observed that the degree to which students endorsed entity theories - the view that intelligence is fixed rather than malleable - attenuated the affective benefits and exacerbated the achievement drawbacks of positive fantasies in the academic domain. Positive fantasies only predicted low anger and anxiety for schoolchildren who did not strongly endorse entity theories (Study 1), and positive fantasies only predicted poor final school grades for vocational students who did strongly endorse entity theories (Study 2). An experiment indicated that for university students with stronger entity theories, positive fantasies demanded relatively little attention (Study 3), suggesting that positive fantasies obscure the opportunity for the preemptive self-regulation which promotes successful performance.
KW - Academic achievement
KW - Achievement emotions
KW - Daydream
KW - Fantasies about the future
KW - Implicit theories
KW - Lay theories of intelligence
KW - Motivation
UR - http://www.scopus.com/inward/record.url?scp=79955469958&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79955469958&partnerID=8YFLogxK
U2 - 10.1016/j.jrp.2011.02.006
DO - 10.1016/j.jrp.2011.02.006
M3 - Article
AN - SCOPUS:79955469958
SN - 0092-6566
VL - 45
SP - 269
EP - 278
JO - Journal of Research in Personality
JF - Journal of Research in Personality
IS - 3
ER -