Showing papers by "Chi-Yue Chiu published in 1995"
TL;DR: In this article, the authors present evidence for a new model of individual differences in judgments and reactions, which holds that people's implicit theories about human attributes structure the way they understand and react to human actions and outcomes.
Abstract: In this target article, we present evidence for a new model of individual differences in judgments and reactions. The model holds that people's implicit theories about human attributes structure the way they understand and react to human actions and outcomes. We review research showing that when people believe that attributes (such as intelligence or moral character) are fixed, trait-like entities (an entity theory), they tend to understand outcomes and actions in terms of these fixed traits ("I failed the test because I am dumb" or "He stole the bread because he is dishonest"). In contrast, when people believe that attributes are more dynamic, malleable, and developable (an incremental theory), they tend to focus less on broad traits and, instead, tend to understand outcomes and actions in terms of more specific behavioral or psychological mediators ("I failed the test because of my effort or strategy" or "He stole the bread because he was desperate"). The two frameworks also appear to foster different r...
1,980 citations
TL;DR: The Implicit Theories: Elaboration and Extension of the Model as discussed by the authors is an extension of the model used in this paper, which is based on the model presented in this article.
Abstract: (1995). Implicit Theories: Elaboration and Extension of the Model. Psychological Inquiry: Vol. 6, No. 4, pp. 322-333.
386 citations
01 Jan 1995
TL;DR: This paper found no significant correlations between self-confidence about one's intellectual ability and achievement outcomes (e.g., Brookover & Passalacqua, 1981; J. G. Jones & Grieneeks, 1970; Marsh, 1984; Shavelson & Bolus, 1982; Shell, Murphy, & Bruning, 1989; for a review, see Hattie, 1992).
Abstract: Self-confidence and its related constructs are among the most widely researched variables in the literature on achievement. However, findings on the link between self-confidence and achievement are not consistent. While some researchers have found significant correlations between self-confidence about one’s intellectual ability and achievement outcomes (e.g., Brookover & Passalacqua, 1981; J. G. Jones & Grieneeks, 1970; Marsh, 1984; Shavelson & Bolus, 1982; Shell, Murphy, & Bruning, 1989; for a review, see Hattie, 1992), others find only weak associations between the two variables (for a meta-analysis, see Hansford & Hattie, 1982).
180 citations
01 Jan 1995
TL;DR: This paper found only weak associations between self-confidence and achievement, while some researchers have found significant correlations between selfconfidence about one's intellectual ability and achievement outcomes (e.g., Brookover & Passalacqua, 1981; J. G. Jones & Grieneeks, 1970; Marsh, 1984; Shavelson & Bolus, 1982; Shell, Murphy, & Bruning, 1989; for a review, see Hattie, 1992).
Abstract: Self-confidence and its related constructs are among the most widely researched variables in the literature on achievement. However, findings on the link between self-confidence and achievement are not consistent. While some researchers have found significant correlations between selfconfidence about one's intellectual ability and achievement outcomes (e.g., Brookover & Passalacqua, 1981; J. G. Jones & Grieneeks, 1970; Marsh, 1984; Shavelson & Bolus, 1982; Shell, Murphy, & Bruning, 1989; for a review, see Hattie, 1992), others find only weak associations between the two variables (for a meta-analysis, see Hansford & Hattie, 1982).
70 citations