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17 Jan 08
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31 Dec 07
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Those who believe intelligence is a fixed entity (entity theorists) tend to emphasize ‘performance goals,’ leaving them vulnerable to negative feedback and likely to disengage from challenging learning opportunities. In contrast, students who believe intelligence is malleable (incremental theorists) tend to emphasize ‘learning goals’ and rebound better from occasional failures.
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Entity theorists tend to be more concerned with besting others in order to prove their intelligence (‘performance goals’), leaving them highly vulnerable to negative feedback. As a result, these individuals are more likely to shun learning opportunities where they anticipate a high risk of errors, or to disengage from these situations when errors occur.
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In contrast, incremental theorists are more likely to endorse the goal of increasing ability through effort and are more likely to gravitate toward tasks that offer real challenges (‘learning goals’). In addition, in line with their view that there is always potential for intellectual growth, they are more willing to pursue remedial activities when they experience academic difficulty.
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hen indicated their confidence in the accuracy of their response. They were then given two successive pieces of feedback, during which ERPs were recorded. The first provided only information about response accuracy (negative or positive performance-relevant feedback), whereas the second provided the correct answer (learning-relevant feedback). Negative feedback signals a conflict with the general goal of doing well, which is something important to both entity and incremental theorists.
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In contrast, entity theorists might subsequently engage attention toward self-critical rumination about their performance and abilities (Molden and Dweck, 2006), sacrificing attention toward the learning-relevant information, and thereby increasing the likelihood that they will repeat these errors.
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27 Dec 07
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