Expanding the social-cognitive framework: understanding the role of implicit person theories in a complex task feedback environment
Date
2010
Authors
Liff, Joshua Philip, author
Kraiger, Kurt, 1957-, advisor
Mulqueen, Casey, committee member
Rhodes, Matthew G., committee member
Feller, Richard William, committee member
Journal Title
Journal ISSN
Volume Title
Abstract
The current study employed a longitudinal design to examine the effects of implicit person theories (IPTs; Dweck & Leggett, 1988) on task performance over two measurement occasions and a week of temporal separation. This design allowed for a direct inquiry into the pivotal role that one's lay beliefs about the malleability of attributes play in a simulated task feedback environment. In addition to examining the direct effects of IPT on task performance, the study investigated the role of the mediated mechanisms of appraisal effectiveness (i.e., feedback reactions), goal setting, effort, and attributions in the IPT-task performance relationship. Further, the study investigated the conditional indirect effect of feedback sign (i.e., positive vs. negative) on the meditational mechanisms, otherwise known as moderated mediation. 242 psychology students participated in the study for course credit. Limited evidence for the proposed meditational models was provided. Overall, IPTs significantly positively predicted task performance following the receipt of feedback after a one-week lag in measurement. Furthermore, the sign of the feedback was a significant, positive predictor of the full class of feedback reactions. Notably, the full class of reactions to feedback were all positively related to task 2 performance, providing empirical evidence of the predictive validity of appraisal feedback reactions for subsequent performance. Implications of the results, future research directions, and limitations are discussed.
Description
Department Head: Ernest L. Chavez.