Relations among children's social goals, implicit personality theories, and responses to social failure.

Cynthia A. Erdley · Catherine C. Loomis · Kathleen M. Cain · Frances Dumas-Hines

241 citations0/0 files storedDevelopmental Psychology

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Education, Achievement, and Giftedness Social and Intergroup Psychology Child and Animal Learning Development

Abstract

Two studies examined children's thought patterns in relation to their responses to social challenge. In Study 1, 4th and 5th graders tried out for a pen pal club under either a performance goal (stressing the evaluative nature of the tryout) or a learning goal (emphasizing the potential learning opportunities). In their behavior and attributions following rejection, children who were focused on a performance goal reacted with more helplessness, whereas children given a learning goal displayed a more mastery-oriented response. Study 2 found that in response to hypothetical socially challenging situations, 4th, 5th, and 6th graders who believed personality was nonmalleable (entity theorists) vs. malleable (incremental theorists) were more likely to endorse performance goals. Together, these studies indicate that children's goals in social situations are associated with their responses to social failure and are predicted by their implicit theories about their personality.

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References

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2013Beliefs About Emotion: Links to Emotion Regulation, Well-Being, and Psychological Distress 1999Person versus process praise and criticism: Implications for contingent self-worth and coping.2006Social Achievement Goals: The Nature and Consequences of Different Orientations Toward Social Competence 2014The Role of Implicit Theories in Mental Health Symptoms, Emotion Regulation, and Hypothetical Treatment Choices in College Students 2011Adolescents' implicit theories predict desire for vengeance after peer conflicts: Correlational and experimental evidence.

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