Academic and emotional functioning in middle school: the role of implicit theories.

  title={Academic and emotional functioning in middle school: the role of implicit theories.},
  author={Carissa A. Romero and Allison Master and David Paunesku and Carol S. Dweck and James Jonathan Gross},
  volume={14 2},
Adolescents face many academic and emotional challenges in middle school, but notable differences are evident in how well they adapt. What predicts adolescents' academic and emotional outcomes during this period? One important factor might be adolescents' implicit theories about whether intelligence and emotions can change. The current study examines how these theories affect academic and emotional outcomes. One hundred fifteen students completed surveys throughout middle school, and their… 

Figures and Tables from this paper

Emotion Theories and Adolescent Well-Being: Results of an Online Intervention

It is found that students assigned to the intervention condition (compared to an active control condition) reported more adaptive theories of emotion and greater emotional well-being in school, althoughWell-being outside of school was unchanged.

Emotional and Behavioral Problems in Development: The Role of Implicit Theories of Emotion

Adolescence is a time of psychological transition and vulnerability. Youth who have been exposed to adverse family environments, particularly those having experienced maltreatment, are especially at

Mental Health and Implicit Theories of Thoughts, Feelings, and Behavior in Early Adolescents: Are Girls at Greater Risk?

Past research suggests that girls, more than boys, tend to act and think in ways consistent with entity theories of personal traits: beliefs that such traits are unchangeable. This study explored how

The Role of Implicit Theories in Mental Health Symptoms, Emotion Regulation, and Hypothetical Treatment Choices in College Students

Abstract Beliefs about how much people can change their attributes—implicit theories—influence affective and cognitive responses to performance and subsequent motivation. Those who believe their

How Do School Children and Adolescents Perceive the Nature of Talent Development? A Case Study from Finland

This article examines how school children and adolescents ( ) perceive the nature of talent development. More particularly it is investigated whether students perceive intelligence and giftedness as

The impact of implicit theories on students’ emotional outcomes

This study examined and compared the impact of implicit theories (IT) of emotional intelligence (EI) and intelligence on different students’ emotional outcomes. Three hundred forty-three students in

The impact of implicit theories on students’ emotional outcomes

This study examined and compared the impact of implicit theories (IT) of emotional intelligence (EI) and intelligence on different students’ emotional outcomes. Three hundred forty-three students in

Implicit Theories of Emotional Intelligence, Ability and Trait-Emotional Intelligence and Academic Achievement

This study examines the effect of the implicit theories of emotional intelligence and of emotional intelligence (EI; ability and trait EI) on students’ academic achievement (GPA). Five hundred

Implicit Beliefs About Emotions in Youth: Associations With Temperamental Negative Emotionality and Depression

Introduction: Individual differences in beliefs about the controllability of emotions are associated with a range of psychosocial outcomes, including depressive symptoms. Less is known, however,

Depression predicts emotion acceptance beliefs in early adolescence: A longitudinal investigation.

Findings suggest that more negative beliefs about emotion do not represent a key risk factor for the onset of depressive symptoms in early adolescence, and beliefs about the unacceptability of experiencing or expressing emotions emerge following depressive symptoms.



What Are We Doing to Early Adolescents? The Impact of Educational Contexts on Early Adolescents

For some children, the early adolescent years mark the beginning of a downward spiral in school-related behaviors and motivation that often lead to academic failure and school dropout. Although these

The Relation of Early Adolescents’ College Plans and Both Academic Ability and Task-Value Beliefs to Subsequent College Enrollment

Although it is likely that plans to attend a 4-year college are made much earlier than the last 2 years of high school, few researchers have assessed the pre–high school factors that influence high

Implicit theories of emotion: affective and social outcomes across a major life transition.

Using a longitudinal and multimethod design, the authors show that implicit theories of emotion, as distinct from intelligence, are linked to both emotional and social adjustment during the transition to college.

Emotion Knowledge as a Predictor of Social Behavior and Academic Competence in Children at Risk

It is argued that the ability to detect and label emotion cues facilitates positive social interactions and that a deficit in this ability contributes to behavioral and learning problems.

Continuity, stability, and change in daily emotional experience across adolescence.

The study found that adolescents' average emotions had relatively stable relations to life stress and psychological adjustment between early and late adolescence, suggesting that late adolescence is associated with a slowing of the emotional changes of early adolescence.

Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention.

The role of implicit theories of intelligence in adolescents' mathematics achievement was explored and an intervention teaching an incremental theory to 7th graders promoted positive change in classroom motivation, compared with a control group.

A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students

The results suggest that social belonging is a psychological lever where targeted intervention can have broad consequences that lessen inequalities in achievement and health.

Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach

The early adolescent years are characterized by a negative shift in motivational orientation for a number of children. It has been suggested that this change is related to differences between the

Motivation and Schooling in the Middle Grades

This review examines recent developments in research on social-cognitive theories of motivation during adolescence and the ways in which such research can be applied to the reform of middle grade

Family-peer connections: the roles of emotional expressiveness within the family and children's understanding of emotions.

Although children's understanding of emotions was generally not associated with family expressiveness, understanding predicted children's peer relations, which underscores the importance of the emotional climate of the family for the development of children's social relations with peers.