This document discusses attributions and beliefs about intelligence. It begins by introducing attribution theory, which examines how people explain the causes of events. Key aspects of attributions include locus (internal vs. external), stability (stable vs. unstable), and controllability. Implicit theories, also known as naive theories, are beliefs about whether qualities like intelligence are fixed or can develop over time. Research shows these beliefs influence responses to failure, effort, and performance. An entity theory views intelligence as fixed while an incremental theory sees it as malleable. Studies demonstrate beliefs shape resilience and motivation after setbacks.
This document discusses factors that influence student motivation. It covers four key factors that influence motivation: self-efficacy, attributions, intrinsic motivation, and goal orientations. Self-efficacy refers to beliefs about one's own capabilities. Attributions refer to how one explains their successes and failures. Intrinsic motivation refers to wanting to do something for its own sake rather than for external rewards. Goal orientations discusses types of goals like mastery goals being better than performance goals. The document also discusses extrinsic rewards and their potential negative impact on intrinsic motivation through the overjustification effect. It provides examples and research on how extrinsic rewards can undermine intrinsic motivation for learning. Choice is discussed as generally having a positive impact on motivation when choices are
SOC 463/663 (Social Psych of Education) - Waiting For SupermanMelanie Tannenbaum
This document summarizes and discusses key points from two sources: "How Schools Really Matter" by Downey and Gibbs (2010), and "The Stupidity Epidemic" by Joel Best (2011). The main ideas are:
1) Downey and Gibbs argue that schools have less influence on student outcomes than family background factors like socioeconomic status. The best predictor of academic skills is parents' SES, not school characteristics.
2) Best examines the widespread perception that standards of knowledge are declining. However, evidence shows educational attainment and test scores are generally staying the same or improving over time.
3) Both sources discuss how blaming schools is an oversimplification, and that student learning
This document discusses intergroup relations and cooperative learning in education. It covers topics like mandated school desegregation in the 1950s-60s, the effects of desegregation on achievement, intergroup relations and self-esteem. It also discusses factors that influence intergroup interaction outcomes, like social identity theory and contact theory. Additionally, it examines cooperative learning techniques and their benefits, like improving intergroup relations, achievement and self-esteem. The document poses discussion questions on various related topics.
This document discusses gender socialization and its impact on education. It addresses several key points:
1) Gender socialization begins early, with parents, schools, media and peers influencing children's views of masculinity and femininity.
2) Schools play a role in socializing gender through unequal treatment of boys and girls by teachers, textbooks, and valuing of male vs. female extracurricular activities.
3) While girls now outperform boys in education, gender inequality persists in careers and society. Factors like differential choices in college majors and prioritizing family over career contribute to this outcome.
4) Challenging gender stereotypes and making STEM fields seem more communal and inclusive
This document discusses various topics related to teacher feedback and student motivation. It begins by looking at how praise and criticism can differently impact student motivation depending on their age and perceived ability. It then examines how feedback can influence student self-efficacy and discusses the risks involved in giving feedback. The document also covers attributional ambiguity and how a student's group membership can impact how they view feedback. It analyzes controlling vs. autonomy-supportive teaching styles and their effects on student motivation, engagement, and performance. Additional topics include self-fulfilling prophecies, teacher expectations, and issues surrounding teaching evaluations.
This document provides an overview of attribution theory and explanatory styles in psychology. It discusses how people make causal attributions to explain behaviors, either internally based on personal factors or externally based on environmental factors. Explanatory style refers to a person's typical way of making these attributions along the dimensions of internal vs. external, stable vs. unstable, and global vs. specific. The document provides examples of how to analyze attributions using these dimensions and defines a pessimistic explanatory style.
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
This document discusses strategies for developing empathy, resilience, and grit in students. It provides principles for character education from Theodore Roosevelt and Rafe Esquith. Specific strategies are presented for cultivating empathy, including teaching emotional literacy, developing a moral identity, perspective taking, moral imagination, self-regulation, kindness, collaboration, and moral courage. Concrete strategies are outlined for raising caring children, such as looking face-to-face, using emotion words, praising caring actions, capturing caring moments, using real events and books, being a caring role model, and reflecting on kindness. Overall, the document promotes the development of empathy and character in students.
This document discusses factors that influence student motivation. It covers four key factors that influence motivation: self-efficacy, attributions, intrinsic motivation, and goal orientations. Self-efficacy refers to beliefs about one's own capabilities. Attributions refer to how one explains their successes and failures. Intrinsic motivation refers to wanting to do something for its own sake rather than for external rewards. Goal orientations discusses types of goals like mastery goals being better than performance goals. The document also discusses extrinsic rewards and their potential negative impact on intrinsic motivation through the overjustification effect. It provides examples and research on how extrinsic rewards can undermine intrinsic motivation for learning. Choice is discussed as generally having a positive impact on motivation when choices are
SOC 463/663 (Social Psych of Education) - Waiting For SupermanMelanie Tannenbaum
This document summarizes and discusses key points from two sources: "How Schools Really Matter" by Downey and Gibbs (2010), and "The Stupidity Epidemic" by Joel Best (2011). The main ideas are:
1) Downey and Gibbs argue that schools have less influence on student outcomes than family background factors like socioeconomic status. The best predictor of academic skills is parents' SES, not school characteristics.
2) Best examines the widespread perception that standards of knowledge are declining. However, evidence shows educational attainment and test scores are generally staying the same or improving over time.
3) Both sources discuss how blaming schools is an oversimplification, and that student learning
This document discusses intergroup relations and cooperative learning in education. It covers topics like mandated school desegregation in the 1950s-60s, the effects of desegregation on achievement, intergroup relations and self-esteem. It also discusses factors that influence intergroup interaction outcomes, like social identity theory and contact theory. Additionally, it examines cooperative learning techniques and their benefits, like improving intergroup relations, achievement and self-esteem. The document poses discussion questions on various related topics.
This document discusses gender socialization and its impact on education. It addresses several key points:
1) Gender socialization begins early, with parents, schools, media and peers influencing children's views of masculinity and femininity.
2) Schools play a role in socializing gender through unequal treatment of boys and girls by teachers, textbooks, and valuing of male vs. female extracurricular activities.
3) While girls now outperform boys in education, gender inequality persists in careers and society. Factors like differential choices in college majors and prioritizing family over career contribute to this outcome.
4) Challenging gender stereotypes and making STEM fields seem more communal and inclusive
This document discusses various topics related to teacher feedback and student motivation. It begins by looking at how praise and criticism can differently impact student motivation depending on their age and perceived ability. It then examines how feedback can influence student self-efficacy and discusses the risks involved in giving feedback. The document also covers attributional ambiguity and how a student's group membership can impact how they view feedback. It analyzes controlling vs. autonomy-supportive teaching styles and their effects on student motivation, engagement, and performance. Additional topics include self-fulfilling prophecies, teacher expectations, and issues surrounding teaching evaluations.
This document provides an overview of attribution theory and explanatory styles in psychology. It discusses how people make causal attributions to explain behaviors, either internally based on personal factors or externally based on environmental factors. Explanatory style refers to a person's typical way of making these attributions along the dimensions of internal vs. external, stable vs. unstable, and global vs. specific. The document provides examples of how to analyze attributions using these dimensions and defines a pessimistic explanatory style.
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
This document discusses strategies for developing empathy, resilience, and grit in students. It provides principles for character education from Theodore Roosevelt and Rafe Esquith. Specific strategies are presented for cultivating empathy, including teaching emotional literacy, developing a moral identity, perspective taking, moral imagination, self-regulation, kindness, collaboration, and moral courage. Concrete strategies are outlined for raising caring children, such as looking face-to-face, using emotion words, praising caring actions, capturing caring moments, using real events and books, being a caring role model, and reflecting on kindness. Overall, the document promotes the development of empathy and character in students.
Teaching with poverty in mind by eric jensenrobinlstewart
This document discusses strategies for teaching students from poverty backgrounds. It explains that students from poverty often have a narrower range of appropriate emotional responses due to lack of teaching at home. Teachers are advised to understand rather than judge these behaviors. The document provides action steps for teachers, such as embodying respect for students, embedding social skills training, being inclusive, recognizing signs of chronic stress, empowering students, and adopting an enrichment mindset. High-poverty schools that achieve high performance share characteristics like academic press, caring staff, and collaborative decision-making.
"Bully Proof" powerpoint from the author of "The Hero in Me"annieglass
This powerpoint presentation provides information on bullying and how to feel bully-proof. It defines bullying as repeated abusive behavior that creates an imbalance of power between the bully and target. The presentation distinguishes bullying from normal conflicts and describes the characteristics of bullies and targets. It discusses the role of bystanders and provides strategies for targets to build self-esteem, develop social skills, utilize adults for help, and feel empowered against bullying. The final slides address cyberbullying prevention.
This document discusses strategies for character formation in students. It begins by quoting sources that emphasize the importance of character development through lifelong personal and community effort. It then discusses research finding that people who rescued Jews during the Holocaust did so because of how they were raised. Several psychiatrists are quoted emphasizing how character, rather than passion, enables people to endure hardships and keeps marriages together. The document then outlines issues currently facing society like rising suicide rates and substance abuse among youth. It argues that enhancing moral intelligence through character formation is the best approach to addressing these issues. A variety of classroom strategies are proposed, including implementing an economic system, developing moral intelligence, and focusing on character strengths like trustworthiness, respect, and citizenship.
The document discusses factors that promote success for students from low-income backgrounds. It recommends supporting the whole child by addressing their emotional, physical and academic needs. Key factors include building relationships through personalized interactions, using data to inform instruction, and providing an enrichment-focused environment rather than one based on pity. The document also challenges assumptions about student behavior and outlines classroom strategies like explicitly teaching cognitive skills, building hope, and incorporating engaging instruction.
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
DEVELOPING GRIT, RESILIENCE AND EMPATHYMann Rentoy
The document welcomes participants and states that the event will start at exactly 3:00pm. This message is repeated multiple times throughout the document.
This document discusses the importance of character development in today's world. It notes that three major social institutions - the home, school, and religion - have traditionally helped shape character. However, society, families, and peer groups have changed, making character development more challenging. As a result, parents and teachers now need to be more intentional in nurturing good character. The document emphasizes that families and schools must take a countercultural approach to develop good character in students.
This document provides guidance on principles for raising good children. It discusses 9 key principles: 1) Make character development a priority. 2) Love children through attention, time, communication and sacrifice. 3) Be an authoritative teacher who requires respect. 4) Teach by example through moral moments. 5) Teach students to manage their moral environment. 6) Use direct teaching and questioning to develop conscience. 7) Discipline wisely. 8) Solve problems and conflicts fairly and with love. 9) Foster spiritual development through addressing life's big questions. Effective parenting focuses on character and moral formation through love, leadership, example and guidance.
The document provides information on the role and responsibilities of an effective Class Adviser, including that they have a full understanding of the school's spirit, can communicate well with students and parents, and have the intellectual capacity and managerial skills to coordinate class activities. It emphasizes that the Class Adviser has one of the greatest impacts on students' development and the overall "spirit" of the class.
The document discusses poverty and its effects on students' education. It defines different types of poverty and notes students living in poverty are more likely to struggle academically and drop out of school. Chronic stress from conditions of poverty can impair brain development and reduce academic performance. The document advocates applying principles of invitational education, such as trust, respect, optimism and care, to tap into students' potential and help them overcome challenges of poverty. The most important thing to remember, it states, is that people possess relatively untapped potential in all areas of human development.
The document discusses differences between the educational systems of the United States and Japan. It notes that Japanese education emphasizes understanding rules rather than just compliance, strengthening relationships over immediate behavior control, and seeing misbehavior as a lack of community attachment rather than willful disobedience. American education tends to focus more on individualism and teacher authority. While some Japanese approaches could potentially strengthen community and morality, cultural differences may limit full adoption in the U.S. Overall solutions proposed include refining school purpose, improving teacher training, emphasizing effort over ability, and increasing family involvement in education.
The document discusses strategies for improving character education and school climate. It outlines three main strategies: 1) Increasing staff involvement through professional development on topics like cooperative learning. 2) Engaging students through activities like class meetings and giving them leadership roles to address issues like bullying. 3) Building partnerships with parents by communicating the character education program and providing ways for parents to participate and support lessons at home. The overall message is that a comprehensive, whole-school approach to character education that involves and coordinates efforts of staff, students, and parents can help address issues like empathy decline, bullying, and improve academic and social outcomes for students.
This document provides information about effective and ineffective teaching practices. It identifies 13 warning signs of bad teaching, such as showing little subject knowledge, low expectations for students, and lack of communication with parents. It also discusses the four stages of teaching development and lists the top 3 traits of effective teachers as classroom management, lesson design for mastery, and positive student expectations. The document provides additional information on classroom procedures and routines, moral development theory, and strategies for establishing an effective discipline plan.
The document is a playlist for a psychology class on attitudes, behavior, and rationalization. It includes songs that relate to topics being covered in the class, such as self-perception theory, cognitive dissonance, intrinsic and extrinsic motivators, and effort justification. The playlist indicates the chapter topics that will be covered in the class, which explore what attitudes are, predicting behavior from attitudes, self-perception theory, and broader rationalization.
MAY 29: CREATING SAFE AND CARING SCHOOLSMann Rentoy
A safe school environment minimizes disruptions and prevents violence, bullying, fear and discrimination. It clearly communicates behavioral expectations and consistently enforces consequences. The prevailing culture or climate of a school significantly impacts all aspects of the learning environment. Both toxic and positive cultures are described, with positive cultures celebrating achievement, modeling good behavior, and engaging students in meaningful ways. Specific strategies are provided for building positive school culture, including establishing traditions, professional development for teachers, and maintaining the physical environment of the school.
This document provides information on building character virtues like empathy, conscience, self-control, respect, and kindness. It discusses the importance of modeling virtues, teaching virtue concepts, and using moral discipline. Some key points:
- Character is developed through lifelong personal and community effort, not naturally.
- Three steps to build stronger conscience are creating a moral context, teaching virtues, and using moral discipline.
- Self-control can be nurtured by modeling it, encouraging self-motivation, and teaching impulse control.
- Respect is conveyed by modeling, enhancing respect for authority, and emphasizing manners.
- Kindness is taught by defining it, establishing zero tolerance for unkind acts, and
ECPR Lisbon: Attributions of ResponsibilityDynamics and DeterminantsThorsten Faas
This document summarizes a workshop presentation on attributions of responsibility for economic situations during the 2005 German election. It discusses how people attribute responsibility, the determinants of those attributions like political sophistication and media usage, and presents data on changing levels of attributed responsibility over time and the effects of various factors. Logistic regression results show the impacts of individual economic situations, interest, partisanship, and an interaction between media usage and contextualization on attributions of responsibility.
Attributions are inferences that people make about the causes of events and behavior. People make attributions in order to understand their experiences. Attributions strongly influence the way people interact with others.
Teaching with poverty in mind by eric jensenrobinlstewart
This document discusses strategies for teaching students from poverty backgrounds. It explains that students from poverty often have a narrower range of appropriate emotional responses due to lack of teaching at home. Teachers are advised to understand rather than judge these behaviors. The document provides action steps for teachers, such as embodying respect for students, embedding social skills training, being inclusive, recognizing signs of chronic stress, empowering students, and adopting an enrichment mindset. High-poverty schools that achieve high performance share characteristics like academic press, caring staff, and collaborative decision-making.
"Bully Proof" powerpoint from the author of "The Hero in Me"annieglass
This powerpoint presentation provides information on bullying and how to feel bully-proof. It defines bullying as repeated abusive behavior that creates an imbalance of power between the bully and target. The presentation distinguishes bullying from normal conflicts and describes the characteristics of bullies and targets. It discusses the role of bystanders and provides strategies for targets to build self-esteem, develop social skills, utilize adults for help, and feel empowered against bullying. The final slides address cyberbullying prevention.
This document discusses strategies for character formation in students. It begins by quoting sources that emphasize the importance of character development through lifelong personal and community effort. It then discusses research finding that people who rescued Jews during the Holocaust did so because of how they were raised. Several psychiatrists are quoted emphasizing how character, rather than passion, enables people to endure hardships and keeps marriages together. The document then outlines issues currently facing society like rising suicide rates and substance abuse among youth. It argues that enhancing moral intelligence through character formation is the best approach to addressing these issues. A variety of classroom strategies are proposed, including implementing an economic system, developing moral intelligence, and focusing on character strengths like trustworthiness, respect, and citizenship.
The document discusses factors that promote success for students from low-income backgrounds. It recommends supporting the whole child by addressing their emotional, physical and academic needs. Key factors include building relationships through personalized interactions, using data to inform instruction, and providing an enrichment-focused environment rather than one based on pity. The document also challenges assumptions about student behavior and outlines classroom strategies like explicitly teaching cognitive skills, building hope, and incorporating engaging instruction.
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
DEVELOPING GRIT, RESILIENCE AND EMPATHYMann Rentoy
The document welcomes participants and states that the event will start at exactly 3:00pm. This message is repeated multiple times throughout the document.
This document discusses the importance of character development in today's world. It notes that three major social institutions - the home, school, and religion - have traditionally helped shape character. However, society, families, and peer groups have changed, making character development more challenging. As a result, parents and teachers now need to be more intentional in nurturing good character. The document emphasizes that families and schools must take a countercultural approach to develop good character in students.
This document provides guidance on principles for raising good children. It discusses 9 key principles: 1) Make character development a priority. 2) Love children through attention, time, communication and sacrifice. 3) Be an authoritative teacher who requires respect. 4) Teach by example through moral moments. 5) Teach students to manage their moral environment. 6) Use direct teaching and questioning to develop conscience. 7) Discipline wisely. 8) Solve problems and conflicts fairly and with love. 9) Foster spiritual development through addressing life's big questions. Effective parenting focuses on character and moral formation through love, leadership, example and guidance.
The document provides information on the role and responsibilities of an effective Class Adviser, including that they have a full understanding of the school's spirit, can communicate well with students and parents, and have the intellectual capacity and managerial skills to coordinate class activities. It emphasizes that the Class Adviser has one of the greatest impacts on students' development and the overall "spirit" of the class.
The document discusses poverty and its effects on students' education. It defines different types of poverty and notes students living in poverty are more likely to struggle academically and drop out of school. Chronic stress from conditions of poverty can impair brain development and reduce academic performance. The document advocates applying principles of invitational education, such as trust, respect, optimism and care, to tap into students' potential and help them overcome challenges of poverty. The most important thing to remember, it states, is that people possess relatively untapped potential in all areas of human development.
The document discusses differences between the educational systems of the United States and Japan. It notes that Japanese education emphasizes understanding rules rather than just compliance, strengthening relationships over immediate behavior control, and seeing misbehavior as a lack of community attachment rather than willful disobedience. American education tends to focus more on individualism and teacher authority. While some Japanese approaches could potentially strengthen community and morality, cultural differences may limit full adoption in the U.S. Overall solutions proposed include refining school purpose, improving teacher training, emphasizing effort over ability, and increasing family involvement in education.
The document discusses strategies for improving character education and school climate. It outlines three main strategies: 1) Increasing staff involvement through professional development on topics like cooperative learning. 2) Engaging students through activities like class meetings and giving them leadership roles to address issues like bullying. 3) Building partnerships with parents by communicating the character education program and providing ways for parents to participate and support lessons at home. The overall message is that a comprehensive, whole-school approach to character education that involves and coordinates efforts of staff, students, and parents can help address issues like empathy decline, bullying, and improve academic and social outcomes for students.
This document provides information about effective and ineffective teaching practices. It identifies 13 warning signs of bad teaching, such as showing little subject knowledge, low expectations for students, and lack of communication with parents. It also discusses the four stages of teaching development and lists the top 3 traits of effective teachers as classroom management, lesson design for mastery, and positive student expectations. The document provides additional information on classroom procedures and routines, moral development theory, and strategies for establishing an effective discipline plan.
The document is a playlist for a psychology class on attitudes, behavior, and rationalization. It includes songs that relate to topics being covered in the class, such as self-perception theory, cognitive dissonance, intrinsic and extrinsic motivators, and effort justification. The playlist indicates the chapter topics that will be covered in the class, which explore what attitudes are, predicting behavior from attitudes, self-perception theory, and broader rationalization.
MAY 29: CREATING SAFE AND CARING SCHOOLSMann Rentoy
A safe school environment minimizes disruptions and prevents violence, bullying, fear and discrimination. It clearly communicates behavioral expectations and consistently enforces consequences. The prevailing culture or climate of a school significantly impacts all aspects of the learning environment. Both toxic and positive cultures are described, with positive cultures celebrating achievement, modeling good behavior, and engaging students in meaningful ways. Specific strategies are provided for building positive school culture, including establishing traditions, professional development for teachers, and maintaining the physical environment of the school.
This document provides information on building character virtues like empathy, conscience, self-control, respect, and kindness. It discusses the importance of modeling virtues, teaching virtue concepts, and using moral discipline. Some key points:
- Character is developed through lifelong personal and community effort, not naturally.
- Three steps to build stronger conscience are creating a moral context, teaching virtues, and using moral discipline.
- Self-control can be nurtured by modeling it, encouraging self-motivation, and teaching impulse control.
- Respect is conveyed by modeling, enhancing respect for authority, and emphasizing manners.
- Kindness is taught by defining it, establishing zero tolerance for unkind acts, and
ECPR Lisbon: Attributions of ResponsibilityDynamics and DeterminantsThorsten Faas
This document summarizes a workshop presentation on attributions of responsibility for economic situations during the 2005 German election. It discusses how people attribute responsibility, the determinants of those attributions like political sophistication and media usage, and presents data on changing levels of attributed responsibility over time and the effects of various factors. Logistic regression results show the impacts of individual economic situations, interest, partisanship, and an interaction between media usage and contextualization on attributions of responsibility.
Attributions are inferences that people make about the causes of events and behavior. People make attributions in order to understand their experiences. Attributions strongly influence the way people interact with others.
The document summarizes several key human body systems including:
1) The integumentary system including skin, hair and nails that provides protection and regulates temperature.
2) The skeletal and muscular systems with bones, joints and muscles that provide structure, protection and movement.
3) Digestive system organs like the mouth, stomach and intestines that break down food and absorb nutrients.
4) The nervous system with neurons, brain and spinal cord that controls the body and senses like vision and hearing.
5) Respiratory and circulatory systems including lungs, blood, heart and blood vessels that supply oxygen and remove carbon dioxide throughout the body.
6) Urinary and immune systems with kidneys, bladder and
Psychology 101 Chapter 10 Social Psychologydborcoman
This document outlines topics in social psychology including perceiving others, attributions, attitudes, social and group influences, aggression, prosocial behaviors, and social neuroscience. Specific concepts that will be discussed include stereotypes, the influence of physical attractiveness, internal vs external attributions, components of attitudes, conformity, obedience experiments, reasons for group membership, and how genes and environment influence aggression. Interactive videos and animations are provided to help explain key concepts.
Attribution theory examines how people explain the causes of behavior. There are two types of attribution theory: internal attribution theory, which attributes a person's behavior to internal characteristics like ability or effort, and external attribution theory, which attributes behavior to outside factors such as other people or circumstances. Managers make attributions about employees' job performance through selective perception, only seeing certain attributes, and through halo and contrast effects, where they judge employees based on one trait or in comparison to others. Proper attribution is important for managers since their judgments guide decision-making that impacts employees.
The document discusses the importance of attitudes and how they impact behavior. It defines attitudes as a mental position regarding facts or states that influence how objects and events are classified and reacted to consistently. Attitudes are inferred from responses rather than directly observed. Several studies highlighted in the document show that attitudes were a stronger determinant of success, customer retention, and job performance than other factors like skills, education, or appearance. The document advocates focusing on changing behaviors, as behaviors shape attitudes over time, rather than directly trying to change underlying attitudes which can be difficult to control. Repeatedly choosing new behaviors in different situations can help reshape attitudes in a positive direction.
This document discusses how religion both inhibits and causes social change according to different sociological perspectives. Functionalism views religion as reinforcing social solidarity and restricting change, helping maintain social stability. Marxism sees religion as a tool used by the powerful to justify the status quo and prevent demands for change from the oppressed. However, both functionalism and Marxism have been criticized - functionalism for not accounting for diverse societies, and Marxism for not fully considering the nature of religious faith. Overall, the relationship between religion and social change is complex, with religion sometimes inhibiting change and other times causing society to adopt new values.
The document summarizes key elements of Philippine mythology including gods, goddesses, and mythical creatures. It describes some of the most important ancient Tagalog deities like Bathala the supreme god, Amanikable the ill-tempered sea god, Idiyanale the god of animals and agriculture. It also mentions goddesses like Mayari the moon goddess, Lakampati the fertility deity, and famous diwatas or nature spirits like Mariang Makiling. The summary concludes with a brief listing of well-known mythical creatures in Philippine folklore such as the manananggal, kapre, and sirena.
This document discusses myths, beliefs, and values in popular culture. It explains that popular beliefs and values form a society's mindset and shape how reality is interpreted. Myths represent the most stable and significant of these beliefs, acting as fundamental convictions. Myths are expressed through narratives and popular artifacts. While myths provide stability, they can also contradict each other and their meanings may change over time. Studying popular culture and its underlying myths allows us to better understand a society and the impact of beliefs on behavior.
A Slideshow for Gr 12 Life Sciences students, focussing on aspects of plant responses to the environment. It is essentially about plant hormones - Auxins, gibberellins, Abscicic acids, etc. Also contains information on plant defense, geotropism and phototropism.
This document provides an overview of mythology and legends. It defines mythology as traditional stories that express the beliefs of a culture, and notes that all cultures have creation myths. Myths help groups identify themselves and define values. Myths often explain natural phenomena symbolically and teach lessons. Legends are also traditional stories but are set in the more recent past, blend facts with fiction, and usually have human main characters. Both myths and legends can incorporate supernatural elements and serve to convey cultural worldviews.
The document provides an overview of Philippine mythology and deities from various ethnic groups in the Philippines. It describes beliefs in supreme beings, dieties of nature like the sun, moon, wind and rain. Deities are listed for major ethnic groups like Tagalog, Bicolano, Visayan, as well as many others. The deities govern different domains like forests, mountains, rivers, and agriculture. Belief in these mythical figures remains strong in rural provinces of the Philippines.
Plant and Animal Responses to the Environmentngibellini
This document provides information about Biology Standard 3.3 on plant and animal responses to the external environment. It outlines the achievement and in-depth understanding standards, including describing and explaining the processes, adaptive advantages, and responses related to orientation in space and time, interspecific and intraspecific relationships. The document provides details on exam specifications, key terms, online activities, and topics to be covered, including the basics of abiotic and biotic factors, how and why organisms respond, and different types of responses like tropisms, rhythms, and relationships. Examples and diagrams are provided to illustrate concepts.
This document provides an overview of mythology and legends. It defines mythology as traditional stories that express the beliefs of a culture, and notes that all cultures have some type of myths. Myths are meant to teach and resonate spiritual truths using symbolic characters and stories. Legends are similar to myths but are set in a culture's more recent past, often blending facts with extraordinary elements, and usually featuring human characters. Both myths and legends convey the core meanings and values of a society to help people understand their own existence.
Biology M3 Movement in plants and animalseLearningJa
This document provides information about plant and animal movements. It includes 4 lessons: 1) on plant movements including tropisms and nastic movements, 2) on movement in higher animals including locomotion and muscles, 3) on the human skeleton and its functions, and 4) on bones, joints, and antagonistic muscle pairs that enable human movement. The document contains diagrams, websites for videos, and learning objectives for each lesson.
Plants exhibit various tropisms in response to external stimuli. Phototropism is the growth of plants in response to light, with shoots growing towards light and roots away from it. Geotropism is the growth of plants in response to gravity, with roots growing downward and shoots upward. Hydrotropism is the growth of plants in response to water, with roots growing towards water and shoots away from it. Thigmotropism is the response of climbing plants to touch, allowing them to grow upwards for sunlight. Nastic movements do not depend on the direction of stimuli, with plants responding to external stimuli from any direction.
The document discusses several theories related to religion, science, and ideology. It provides details on functionalism, Marxism, and other perspectives on the role and purpose of religion in society. It also examines definitions of science and the characteristics of scientific theories. Different types of religious organizations are defined, including churches, sects, cults, and new religious movements. Factors influencing religious participation among different gender, age, class, and ethnic groups are also explored.
1. The document summarizes key aspects of animal skeletons and locomotion systems, including hydrostatic, exoskeleton, and endoskeleton structures.
2. It describes the human skeletal system in detail, including how bones provide support, protection, movement, and storage functions for the body.
3. Muscle contraction is explained at the cellular level using the sliding filament model of actin and myosin interacting through cross bridges powered by ATP hydrolysis.
This document discusses different types of movements that can occur in plants. There are three main categories: hygroscopic, endogenous, and exogenous movements. Hygroscopic movements are caused by changes in water levels in plant cells, like the opening of fern sporangium. Endogenous movements have internal stimuli as their cause, like cytoplasmic streaming. Exogenous movements are in response to external stimuli and include tropisms like phototropism, nastic movements controlled by the plant itself, and taxis movements directing plant parts towards stimuli.
Lect 7 personal development and oe 2013Geoff Adams
This document discusses personal development in outdoor education. It distinguishes personal development from therapy, noting that development aims to aid maturation through education, while therapy treats illnesses. It also differentiates development from recreation, which focuses on fun and skills. While outdoor leaders may facilitate development, they are not therapists. The document also discusses building resilience and happiness through identifying character strengths and regulating emotions. It notes the importance of avoiding cognitive biases when interpreting events.
Learned helplessness is a psychological phenomenon where individuals believe they have no control over their situation and that they cannot change the outcome. It is caused by a history of failures that are perceived as uncontrollable. Individuals with a mastery orientation believe they can influence outcomes through effort and perseverance, while those with a helpless orientation believe outcomes are determined by external forces. Research shows helpless individuals are more likely to give up easily, experience negative emotions like anxiety during failures, and see failures as reflecting their own abilities. Attribution retraining aims to help helpless individuals attribute failures to controllable factors like effort rather than uncontrollable ones like ability. However, attribution retraining has limitations and may not be effective in all contexts like sports
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7. Attribution Theory
People tend to make very complex inferences about motives and
personalities based on very small amounts of information.
!
We like to believe inferences, but there are many ways that they can fail us.
The small shapes could have been trying to play with the large shape,
who was just grumpy.
The small shapes could have been trying to steal something from the
large shape, who was rightfully mad.
!
Also, they are shapes.
9. Attributions: What?
B = f (P, E)
Behavior is a function of the person and the environment.
!
Causal attribution is the process of deciding if you think that
someone’s behavior was caused more by P or by E.
!
You can make these attributions for others and you can also
make these attributions for yourself.
10. Attributions: When?
When things go wrong
When important things happen
When expectancies are violated
But…
Often spontaneous and implicit assumptions of causality!
11. Attributions
“Causal attributions answer ‘why’ questions, such as ‘Why
did I fail this exam?’ or ‘Why don’t any of my classmates like
me?’ It is intended that these examples describe situations of
failure because we are more likely to want to know ‘why’
given negative, unexpected, or atypical outcomes.”
- Graham, 1991
12. Attributions: Why?
Fritz Heider
People are “naive scientists”
Goal is to accurately assess reasons
Distinction between internal and external causes
Internal: Ability, personality, effort, preferences
External: Luck, task difficulty, circumstances
15. Why did I fail that final exam?
Locus of Causality
Internal External
Stability
Stable
Ability
I’m stupid and bad at Calculus.
Task Difficulty
Calculus is really hard.
Unstable
Effort
I didn’t work as hard as I should have.
Luck
This was a really tricky test.
18. Teacher Responses
Teachers respond to student performance…
Unintentionally & Spontaneously (Nonverbal)
Deliberately (Praise, blame, helping)
Students learn from teachers’ reactions…
About themselves
About their peers
19. Reactions to Others’ Outcomes
Assumptions about teacher feedback
When the teachers sees…
Success and attributes it to high ability he/she responds with praise
Success and attributes it to high effort he/she responds with praise
Failure and attributes it to low ability he/she responds with pity
Failure and attributes it to low effort he/she responds with anger/blame
20. Ability vs. Effort
Naive theory of ability & effort as compensatory
Ability makes up for lacking effort and vice versa
“Smart students don’t have to study as much”
Help-seeking
“Avoid the kind of effort that implies a concession of lack of ability.”
If two students achieve the same outcome, the one who tried
harder is often seen as lower-ability.
21. Barker & Graham, 1987
Children watched videos of a pair of students working on easy
math problems.
!
Half of the children saw a video where both students solved all
of the problems. One student received lots of praise and the
other student received only neutral feedback (“Correct.”)
!
The other half saw a video where both students failed all of
the problems. One student was criticized and the other student
received only neutral feedback (“Not correct.”)
!
The students praised for success and the students not blamed for
failure were both judged as likely lower-ability than their counterparts.
22. Attributional Consequences
Responses to poor performance…
Pity?
Implies that student could not have changed the outcome
Low ability inference
Anger/Blame?
Implies that the student could have changed the outcome
Low effort inference, but often also a high ability inference!
23. Graham, 1984
Sixth graders tried (and failed) a novel puzzle task.
!
A female experimenter posing as a teacher
responded with pity, with anger, or with no emotion.
!
Children were most likely to attribute their failure to low
ability when the teacher conveyed pity, and most likely to
attribute their failure to insufficient effort when the
teacher conveyed anger.
24. Attributional Consequences
Responses to good performance
Positive feedback sustains motivation
But…too much for low difficulty tasks?
Signals low expectations
Low ability inferences
25. Attributional Consequences
Unsolicited help?
Low ability inferences
Blame?
High ability inferences
Naive Theories
“Help is given to those who cannot help themselves”
“Those who are blamed can help themselves”
26. Graham & Barker, 1990
Participants watched a video of two students
working on math problems as their teacher walked
around their desks.
!
The teacher provided one student with unsolicited
help very early on, before the student could even
really be struggling. The teacher simply looked at
the other student’s paper and kept walking.
!
Participants assumed that the helped student was likely
lower in ability than his unhelped counterpart.
27. Attributional Consequences
Compared to letter grades, written feedback elicits…
Greater task (mastery) orientation
Focus on process of learning (mastery goals)
Less ego-involvement
Focus on grades, etc. (performance goals)
28. Explanatory Styles
“Trait”-like ways that we explain things
Do you tend to see events as internal/external? Stable/
unstable? Controllable/uncontrollable?
Pessimistic Explanatory Style: Internal, Stable,
Uncontrollable for negative events/failures.
31. Fundamental Attribution Error
A driver who cuts you off is automatically a jerk or a
bad driver (or worse…)
Maybe she was in a hurry, had to swerve to avoid an
object in the street, had kids pulling her hair…
32. Fundamental Attribution Error
Observers often don’t consider the situational
advantages enjoyed by those who succeed.
Bill Gates had access to
real-time programming
years before most
people did.
33. Fundamental Attribution Error
Observers often don’t consider the situational
advantages enjoyed by those who succeed.
A disproportionate
number of pro hockey
players have January,
February, or March
birthdays.
34. Fundamental Attribution Error
Observers often don’t consider the situational
advantages enjoyed by those who succeed.
A disproportionate
number of pro soccer
players have
September, October,
or November
birthdays.
35. Fundamental Attribution Error
Observers often don’t consider the situational
advantages enjoyed by those who succeed.
Children born on
opposite ends of the
cutoff date differ by
12% in 4th grade
standardized math &
science scores.
36. Students trying to look good
Desirable: High Ability
Self-serving biases
Taking credit for successes
Deflecting blame for failure
Problem: Claiming high ability in light of failure
“What’s so great about self-esteem?”
37. Self-Serving Attributional Bias
The tendency to attribute failures to external causes and
successes to internal causes.
This usually occurs because people want to maintain a
positive image of themselves.
Think for a moment…
The last time you got an A, was it because you were
smart & prepared, or because the test was easy?
The last time you got a C, was it because you weren’t
smart or prepared, or because the test was hard or unfair?
38. Self-Serving Attributional Bias
After a professional sports game, 80% of statements made
about the victory by coaches/athletes cited internal causes
(“we trained hard”), while 47% of the statements made
about the loss cited external causes (“bad calls”).
!
In shareholder business letters, CEOs claimed credit for 83%
of positive events but only claimed blame for 19% of
negative events.
39. Reactions to Own Outcomes
When I experience….
Success and attribute it to high ability I feel pride
Success and attribute it to high effort I feel contentment
Failure and attribute it to low ability I feel shame
Failure and attribute it to low effort I feel guilt
40. Consequences of Attributions
Motivations & expectations depend on attributions
Ability vs. Effort
How will I do next time?
What do I need to do next time?
Amount of effort/studying needed
Should I seek help or not?
41. What To Do?
Perry et al., 2010
Two types of dysfunctional attributional thinking
Relinquished Control
Bad luck, low ability, test difficulty, and poor teaching
Rely on uncontrollable causes
Devalued Control
Discount effort & strategy
Rely on controllable causes
42. Bad Starts and Better Finishes
Perry et al., 2010
Attributional Re-Training
Three components administered in a 1-hour session
Causal Search Activation
Attribution Induction
Attribution Consolidation
First-year students in Intro Psych class after 1st exam
43. Bad Starts and Better Finishes
Perry et al., 2010
Attribution
Consolidation
Attribution
Induction
Causal Search
Activation
Initiate attributional thinking
about causes of success & failure
after feedback on 1st exam
!
10-item survey assessing
various attributions
!
“If I study in appropriate ways, I
will be able to learn the material
in my courses.”
!
Estimates roles of ability &
effort in exam performance
10-minute videotape
!
Encourages controllable causal
attributions for bad
performance
!
Two students talking about how
poor performance can be
changed & how their
performance can improve with
hard work & effort, with a
professor agreeing at the end
GRE-type aptitude test;
intentionally difficult.
!
Rated own perceptions of
success/performance on test.
!
Discussion of the videotape,
highlighting adaptive &
maladaptive attributions.
!
1-page handout summarizing
good attributions; encouraged
to keep it close as a reference.
44. Bad Starts and Better Finishes
Perry et al., 2010
Students who got Attributional Retraining performed
better on second exam, got better final grades, and had
higher overall GPAs at the end of the semester!
These benefits happened only in the low- and average-
performance groups, not the high-performance groups
Attributional retraining has the most potential benefit
for the students who need the most help.
47. Discussion Questions!
If children are praised just for effort and how hard
they are trying, does that remove motivation to
actually complete a task/succeed/do well?
How can teachers & parents “train” good attributions?
What are other ways that teachers communicate
ability/effort inferences in the classroom & through
feedback?
51. Scientific Study of Intelligence
What is it?
Where does it come from?
How stable/flexible is it?
How measurable is it?
52. The Origin Story of Intelligence
Alfred Binet
Creator of the Intelligence Quotient (IQ)
Divide “intelligence age” by actual age
Devised tests for identifying weak students
Remedial instruction
Why?
Advances in statistical techniques
Need for classification in the US Army during WWI
53. Issues
How can we really measure “intelligence”?
What does “intelligence” look like?
One global intelligence? (Spearman, g)
Multiple intelligences? (Gardner)
Genetic vs. Environmental bases?
Cultural influences?
54. Wisconsin Model Revisited
SES of
Origin
Family
Structure
Ability
Educational
Attainment
Academic
Performance
Influence of
significant others
Educational
Ambition
55. Wisconsin Model Revisited
SES of
Origin
Family
Structure
Ability
Educational
Attainment
Academic
Performance
Influence of
significant others
Educational
Ambition
Intelligence
56. Predictive Power of Intelligence
Life
Outcomes
Intelligence
Socioeconomic
Status
Parenting Style
58. Naïve Theories of Intelligence
Carol Dweck: Implicit Naïve Theories
Entity vs. Incremental Theories
Intelligence is fixed
Intelligence is malleable
Why are they important?
Shape inferences/attributions about own ability
Shape inferences/attributions about others
59. Implicit Theories
Core assumptions about the malleability of personal qualities
Incremental or
Malleable
Entity or
Fixed
Things like intelligence,
personality traits, or abilities are
fixed, unchangeable, and innate.
Things like intelligence, personality
traits, or abilities can be grown or
developed over time.
60. Implicit Theories
Entity (Stable)
Your personality/abilities are fixed
No matter what you do, they pretty much stay the same.
!
Incremental (Unstable)
Your personality/abilities are malleable
If you want to change them, you can do so with enough effort.
61. Implicit Theories
The entity theory world is about measuring your ability, and everything
(challenging tasks, effort, setbacks) measures your ability.
It is a world of threats and defenses.
!
The incremental world is about learning and growth, and everything
(challenges, effort, setbacks) is seen as being helpful to learn and grow.
It is a world of opportunities to improve.
63. Resilience
Good outcomes in spite of
serious threats to adaptation or
development (Masten, 2001)
Any behavioral, attributional, or emotional
response to an academic or social challenge that is
positive and beneficial for development, such as
seeking new strategies, putting forth greater effort,
or solving conflicts peacefully (Yeager & Dweck, 2012)
64. Entity vs. Incremental Theories
Your response to failure greatly depends on these mindsets.
!
Entity theorists see failure as a threat.
If “you are who you are,” failing means that you are a failure.
Incremental theorists see failure as a cue to work harder.
If you can change, failing just means you need to put in more effort.
65. Implicit Theories of Intelligence
Fixed Malleable
Student Goal
Look smart
(even if you sacrifice learning)
Learn new things
(even if it’s hard or risky)
Failure Implications Low Intelligence Low Effort/Poor Strategy
Effort Implications Low Intelligence Activate & Grow Intelligence
Post-Difficulty Strategy Less Effort More Effort
Self-Defeating Behavior High Low
Post-Difficulty Performance Impaired Equal or Improved
66. Implicit Theories & IQ Performance
Cury, Da Fonseca, Zahn & Elliot (2008) JESP
Entity Theory
High Worry
Lower IQ Test Performance
Low Willingness
to Practice
Incremental Theory
Low Worry
Higher IQ Test Performance
High Willingness
to Practice
67. Snyder et al., 2014
Giftedness Beliefs & Self-Handicapping
110 participants at a private, elite university
Performed problem-solving sets & received feedback
Manipulated…
(1) Theory of Intelligence (Entity vs. Incremental)
(2) Problem-Solving Experience (Success vs. Failure)
Performed second pattern-completion task
Would they self-handicap?
68. Snyder et al., 2014
Giftedness Beliefs & Self-Handicapping
Entity Message
A lot of research suggests that giftedness is strongly fixed
through genetics. It’s either something you have or you don’t
have. So as expected, we’ve found in our own research that high
ability, like what we’ve identified in you, results in fairly stable
performance. It’s the kind of thing that results in really consistent
performance across our different study tasks.
69. Snyder et al., 2014
Giftedness Beliefs & Self-Handicapping
Incremental Message
We’ve found that achieving at such a high level, like you
have, requires not just high ability but also hard
work and persistence. Things like effort, really sticking it out
during a difficult task — those things are really important so that
you can continually improve even from your high skill level. We’re
actually pretty excited about these findings. It means that effort is
still important, even for gifted students like you.
70. Snyder et al., 2014
Giftedness Beliefs & Self-Handicapping
Success
I can see you’ve done really well on these problems and you got [#]
correct. That’s really great and right in line with the other
participants we’ve had in the gifted study.
Failure
It looks like you had some trouble with these problems. You didn’t get
any correct…usually our gifted participants get at least three of
these questions right. I don’t really know if the gifted label actually
applies now but let’s just move on to the next gifted task.
71. Snyder et al., 2014
Giftedness Beliefs & Self-Handicapping
Claimed Self-Handicapping on Task #2
14 factors like test anxiety, illness, fatigue, etc.
“How likely is ___ to negatively impact your performance?”
Behavioral Self-Handicapping on Task #2
Allowed to choose the level of light on a dimmer
Told that bright light would help, low light would hurt
72. Snyder et al., 2014
Giftedness Beliefs & Self-Handicapping
Claimed Self-Handicapping: Women
73. Snyder et al., 2014
Giftedness Beliefs & Self-Handicapping
Claimed Self-Handicapping: Men
74. Snyder et al., 2014
Giftedness Beliefs & Self-Handicapping
75. Snyder et al., 2014
Giftedness Beliefs & Self-Handicapping
77. The Role of Praise
Ability Praise
(“You’re so smart!”)
Effort Praise
(“You worked so hard!”)
Promoted Theory of
Intelligence
Entity/Fixed Incremental/Malleable
Student Goal
Look smart
(even if you sacrifice learning)
Learn new things
(even if it’s hard or risky)
Failure Implications Low Intelligence Low Effort/Poor Strategy
Post-Difficulty
Enjoyment & Persistence
Low High
Defensiveness
(Denial, Lying, etc.)
High Low
Post-Difficulty Performance Impaired Improved
78. Interventions!
Aronson et al., 2002: Intervention group increased
GPA by ≈ 0.23 grade points
!
Good et al., 2003: Intervention group had
significantly higher math & verbal achievement scores
79. Blackwell et al., 2007
Implicit Theories & Adolescence
40% of respondents in 1 study rated adolescence as
the worst time of life - more than any other stage
Core beliefs can set up different patterns of response
to challenge & setbacks
Longitudinal study of students in junior high school
373 students in 4 consecutive 7th-grade classes
80. Blackwell et al., 2007
Implicit Theories & Adolescence
Time 1: Motivational Questionnaire
Intelligence theories, goals, effort beliefs, responses to failure
Entity vs. Incremental Theories
Mastery vs. Performance Goals
Beliefs that effort leads to positive outcomes (or is ineffective)
Responses to Failure
Helpless: Ability-Based, Uncontrollable
Positive: Effort-Based
Subsequent Measures
Math Grades
83. Blackwell et al., 2007
Implicit Theories & Adolescence
99 low-achieving 7th-graders in NYC
Time 1: Achievement, motivational questionnaire
Intervention
Time 2: Achievement, motivational questionnaire
84. Blackwell et al., 2007
Implicit Theories & Adolescence
Both Groups
Sessions 1 & 2
!
The Brain - Structure & Function
Sessions 5 & 6
!
Anti-Stereotyping Lesson
Study Skills & Time Management Lesson
Eight 25-minute periods
1 period each week
85. Blackwell et al., 2007
Implicit Theories & Adolescence
Attribution
Consolidation
Control
Sessions 3 & 4
!
Memory Lesson
Activity: “Grocery Store Tricks”
Sessions 7 & 8
!
Discussion on how learning makes
you smarter & smart/dumb labels
should be avoided
Sessions 3 & 4
!
Incremental Theory Intervention
Activity: “Neural Network Maze”
Sessions 7 & 8
!
Discussion on academic difficulties &
successes, memory, and the brain
86. Blackwell et al., 2007
Implicit Theories & Adolescence
4
4.25
4.5
4.75
5
Control Group Intervention Group
Pre-Intervention
Post-Intervention
Endorse Incremental Theory
87. Blackwell et al., 2007
Implicit Theories & Adolescence
0
10
20
30
40
50
Control Group Intervention Group
Teachers Spontaneously Citing Positive Change
88. Blackwell et al., 2007
Implicit Theories & Adolescence
Teachers Spontaneously Citing Positive Change
“L., who never puts in any extra effort and doesn’t turn in
homework on time, actually stayed up late working for hours to
finish an assignment early so I could review it and give him a
chance to revise it. He earned a B+ on the assignment (he had
been getting C’s and lower).”
91. Peer Exclusion
Adolescents increasingly seem to believe that social labels,
once acquired, are fixed entities that cannot change.
(Birnbaum et al., 2010; Diesendruck & haLevi, 2006; Killen et al, 2010)
92. Peer Exclusion
!
People with entity theories of personality are more
likely to see their own & others’ negative behaviors as
stemming from fixed, personal deficienies.
(Chiu et al., 1997; Erdley et al., 1997)
93. Yeager et al., 2011
Implicit Theories & Peer Conflicts
High school students
Entity vs. Incremental Theories of Personality
“Bullies and victims are types of people that really can’t be changed.”
Write about a time a peer upset or hurt you
Rate your desire for vengeance
Teens with higher entity theories reported
significantly higher desires for revenge & a
reduced desire to forgive the peer.
94. Yeager et al., 2011
Implicit Theories & Peer Conflicts
High school students
Read a story about a student who was bullied
1/2 of students learned that people’s characteristics
can be developed and are not fixed (intervention)
Students in the intervention group were
significantly less likely to endorse aggressive,
vengeful responses to the bullies
95. Yeager et al., 2011
Implicit Theories & Peer Conflicts
Entity
Shame after
Exclusion
Revenge &
Punishment
Incremental Less Shame
Less Need
for Revenge
Incremental intervention = less
aggressive retaliation, more prosocial
action towards the excluder/aggressor
96. Yeager et al., 2011
Implicit Theories & Peer Conflicts
We have found that what students need the most is not self-esteem
boosting or trait labeling; instead, they need mindsets that represent
challenges as things that they can take on and overcome over time with
effort, new strategies, learning, help from others, and patience.
!
When we emphasize people’s potential to change, we prepare
our students to face life’s challenges resiliently.
97. Motivations
Motivations to hold different theories of intelligence?
!
Theories
Conflict Theory
Human Capital Theory
Policies
Tracking/Ability Grouping
Open Access Policy
98. Discussion
If people aren’t “vengeful” towards aggressors, how does that motivate
change? Is it always best to be forgiving?
Do you have more of an entity or incremental mindset? Why do you think
this is the case?
Do you think that there are any benefits of entity mindsets or
disadvantages of incremental mindsets?
What does it mean to “underachieve” as discussed in the Snyder
article? Is “underachieving” more about objective standards, other-
perceptions, or self-perceptions?
Do you think gender plays a role in mindset/belief development?
Race/ethnicity? SES? If so, how and why?