Academic achievement and depressive symptoms: Are fixed mindsets distinct from negative attributional style?
Academic achievement and depressive symptoms: Are fixed mindsets distinct from negative attributional style?
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DOI：
10.1016/j.lindif.2019.101811
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发表时间：
2020-01-01
影响因子：
3.6
通讯作者：
Haeffel, Gerald J.
中科院分区：
文献类型：
--
作者：
Alatorre, Andrea I.;DePaola, Rosalie V.;Haeffel, Gerald J.
在过去的30年里，关于智力等个人属性的“心态”理论的研究激增（Dweck，1988）。研究表明，那些认为自己的属性是固定的（而不是可变的）的人更有可能有消极的学术成果和消极的情绪。然而，目前尚不清楚这些心态理论是否代表了一种新的结构，或者它们是否与十年前提出的抑郁症认知理论重叠。根据认知理论，将消极生活事件归因于稳定和全局的人（即，不可改变）的原因更有可能变得无助和抑郁。本研究的目的是测试新的思维模式理论是否提供了知识的渐进式进步，或者更可能是更普遍的消极归因风格的具体实例。为此，我们对130名本科生进行了两个时间点的前瞻性研究。与假设相反，结果表明，智力思维方式与消极归因风格不同。然而，智力心态并没有表现出预测或增量有效性;它没有预测学期末GPA，辍学或抑郁症状。相反，消极归因风格预测都下降类和抑郁症状的增加。这些研究结果的理论和实践意义进行了讨论。
Over the last thirty years, there has been an explosion of research on "mindset" theories of personal attributes such as intelligence (Dweck, 1988). Research shows that individuals who believe that their attributes are fixed (rather than changeable) are more likely to have negative academic outcomes and negative moods. However, it remains unclear if these mindset theories represent a novel construct or if they overlap with the cognitive theories of depression which were theorized a decade earlier. According to the cognitive theories, people who attribute negative life events to stable and global (i.e., unchangeable) causes are more likely to become helpless and develop depression. The purpose of the current study was to test whether the newer mindset theories provide an incremental advance in knowledge or are more likely specific instances of a more general negative attributional style. To this end, we conducted a two time-point prospective study with 130 undergraduates. Contrary to hypotheses, results showed that intelligence mindset was distinct from negative attributional style. However, intelligence mindset did not demonstrate predictive or incremental validity; it did not predict end of semester GPA, dropping a class or depressive symptoms. In contrast, negative attributional style predicted both dropping a class and increases in depressive symptoms. Theoretical and practical implications of these findings are discussed.