Implicit theories, attributions, and coping: A meaning system approach

This research sought to integrate C. S. Dweck and E. L. Leggett's (1988) mo del with attribution theory. Three studies tested the hypothesis that theor ies of intelligence-the belief that intelligence is malleable (incremental theory) versus fixed (entity theory)-would predict (and create) effort vers us ability attributions, which would then mediate mastery-oriented coping. Study 1 revealed that, when given negative feedback, incremental theorists were more likely than entity theorists to attribute to effort. Studies 2 an d 3 showed that incremental theorists were more likely than entity theorist s to take remedial action if performance was unsatisfactory. Study 3, in wh ich an entity or incremental theory was induced, showed that incremental th eorists' remedial action was mediated by their effort attributions. These r esults suggest that implicit theories create the meaning framework in which attributions occur and are important for understanding motivation.