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ERIC Number: EJ1007093
Record Type: Journal
Publication Date: 2013-May
Pages: 47
Abstractor: As Provided
Reference Count: 204
ISSN: ISSN-0033-2909
Mind-Sets Matter: A Meta-Analytic Review of Implicit Theories and Self-Regulation
Burnette, Jeni L.; O'Boyle, Ernest H.; VanEpps, Eric M.; Pollack, Jeffrey M.; Finkel, Eli J.
Psychological Bulletin, v139 n3 p655-701 May 2013
This review builds on self-control theory (Carver & Scheier, 1998) to develop a theoretical framework for investigating associations of implicit theories with self-regulation. This framework conceptualizes self-regulation in terms of 3 crucial processes: goal setting, goal operating, and goal monitoring. In this meta-analysis, we included articles that reported a quantifiable assessment of implicit theories and at least 1 self-regulatory process or outcome. With a random effects approach used, meta-analytic results (total unique N = 28,217; k = 113) across diverse achievement domains (68% academic) and populations (age range = 5-42; 10 different nationalities; 58% from United States; 44% female) demonstrated that implicit theories predict distinct self-regulatory processes, which, in turn, predict goal achievement. Incremental theories, which, in contrast to "entity theories", are characterized by the belief that human attributes are malleable rather than fixed, significantly predicted goal setting (performance goals, r = -0.151; learning goals, r = 0.187), goal operating (helpless-oriented strategies, r = -0.238; mastery-oriented strategies, r = 0.227), and goal monitoring (negative emotions, r = -0.233; expectations, r = 0.157). The effects for goal setting and goal operating were stronger in the presence (vs. absence) of ego threats such as failure feedback. Discussion emphasizes how the present theoretical analysis merges an implicit theory perspective with self-control theory to advance scholarship and unlock major new directions for basic and applied research. (Contains 5 figures, 4 tables and 6 footnotes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States