Making judgments about ability: The role of implicit theories of ability in moderating inferences from temporal and social comparison information
Making judgments about ability: The role of implicit theories of ability in moderating inferences from temporal and social comparison information
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DOI：
10.1037/0022-3514.78.5.965
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发表时间：
2000-05-01
影响因子：
7.6
通讯作者：
Butler, R
中科院分区：
文献类型：
--
作者：
Butler, R
两项研究检验了内隐智力理论（C。S. Dweck & E. L. Leggett，1988）缓和了绩效趋势对能力推断的影响以及时间反馈与规范反馈的感知诊断性。613名青少年和42名教师的结果证实，实体理论家认为最初的结果更具诊断性，并推断出更高的能力，在另一个（研究1）和自我（研究2）在下降的结果条件;增量理论家认为最后的结果更具诊断性，并推断出更高的能力，在上升的条件。对能力信念的实验性归纳也有类似的效果。正如所预测的那样，自我评价受到更多的时间反馈之间的增量理论和实体理论之间的规范反馈。结果有助于解决以前的混合调查结果的顺序影响和反应的时间和规范的评价。
Two studies examined the novel proposal that implicit theories of intelligence (C. S. Dweck & E. L. Leggett, 1988) moderate both the effects of performance trends on ability inferences and the perceived diagnosticity of temporal versus normative feedback. Results from 613 adolescents and 42 teachers confirmed that entity theorists perceived initial outcome as more diagnostic and inferred higher ability in another (Study 1) and in the self (Study 2) in a declining outcome condition; incremental theorists perceived last outcome as more diagnostic and inferred higher ability in an ascending condition. Experimental induction of beliefs about ability had similar effects. As predicted, self-appraisal was affected more by temporal feedback among incremental theorists and by normative feedback among entity theorists. Results help resolve prior mixed findings regarding order effects and responses to temporal and normative evaluation.