Dweck, Carol S. 1946-

Changer d'état d'esprit : une nouvelle psychologie de la réussite by Carol S Dweck( Book )
1 edition published in 2010 in French and held by 2 libraries worldwide

Learning from the positivity effect informed and motivated behavior change by Casey Moren Lindberg( Book )
1 edition published in 2010 in English and held by 2 libraries worldwide
The story of old age is not one of pure loss. Indeed, old age represents a time of certain cognitive decline in some domains, but also a time of growth and stability in others. Wisdom, maturity, expertise, and emotional regulation show improvements across adulthood. Goals also shift over the life span, from those aimed at gaining information and preparing for the future to emotionally meaningful pursuits later in life. These differences lead to goal-consistent cognitive biases in the young and the old. Younger people attend to negative information more than positive information. Older adults attend to positive information more than negative information. This developmental shift, called the positivity effect, is presumably adaptive in a life-span context. Yet either set of chronically activated goals can be maladaptive in certain contexts. Because the positivity effect is malleable -- influenced by the way task relevant goals are structured -- it may be possible to frame information in ways that reduce biases in young and old. The present program of research aims to show how biases can be reduced when participants are given information about relevant research findings and have the necessary psychological tools to adjust their behavior accordingly. No previous work has investigated the impact of disclosing information about the positivity effect directly to participants. Such an informed debiasing attempt could prove fruitful for future attempts to educate the public about their own attentional biases. Study 1 demonstrates the positivity effect in a picture recall task; Study 2 adds images to an existing image set in order to more accurately study debiasing of the positivity effect in future studies; Study 3 demonstrates that people are generally unaware of the positivity effect; Study 4 demonstrates that simple information disclosure about the positivity effect is insufficient to change participants' behavior on a picture presentation/recall task and a health care decision task; Study 5 demonstrates that participants' motivation to change is key to behavior change.

Changer d'état d'esprit by Carol S Dweck( Book )
1 edition published in 2010 in French and held by 2 libraries worldwide

Believe the change you wish to see in the world the role of implicit theories in targets' responses to explicit bias by Aneeta Rattan( Book )
1 edition published in 2011 in English and held by 1 library worldwide
What motivates targets of prejudice to confront people who express explicit bias? This dissertation reports the results of eight studies investigating this question. In the first three studies, I tested the hypothesis that targets who hold an incremental theory of personality (i.e., the belief that people can change) are more likely to confront prejudice than targets who hold an entity theory of personality (i.e., the belief that people have fixed traits). In Study 1, targets' implicit theories predicted whether they spontaneously confronted an individual who expressed bias. Study 2 replicated this effect and showed that incremental theorists were less likely to anticipate withdrawing from future interactions with an individual who expressed prejudice. In Study 3, I manipulated implicit theories and replicated these findings. Next, I explored one potential explanation for why. I tested the hypothesis that incremental theorists would be more likely to view confronting as effective in creating change than entity theorists, even if both did so. In Study 4, targets who held a more incremental theory reported being more likely to confront prejudice and anticipated their behavior to be more effective. Study 5 elicited African American adults' retrospective accounts of encounters with bias while Studies 6-7 used a hypothetical scenario to expose participants to evidence of someone who had expressed bias either remaining the same or changing over time. The pattern of results across these studies revealed that even when entity and incremental theorists enact the same (actual or anticipated) confronting behavior, it is exclusively the incremental theorists who view this behavior as more efficacious. Study 8 investigated whether implicit theories play a causal role in perceptions of the efficacy of confronting. All targets expressed disagreement with a biased statement, but those in the incremental theory condition expressed the belief that speaking up would create change to a significantly greater degree than did those in the entity theory condition. By highlighting the central role that implicit theories play in targets' motivation to confront prejudice and their perceptions of whether confronting is effective, this research has important implications for intergroup relations and social change.

I want to try and try" increasing achievement motivation in young children by Allison Leigh Master( Book )
1 edition published in 2011 in English and held by 1 library worldwide
Motivation to learn plays a critical role in students' academic success. This dissertation reports five experiments (N = 250) that increase children's motivation (specifically, challenge seeking and persistence) through storybooks. The first two studies examined how manipulating the similarity between the main character of a story and the participating child affected preschoolers' (Study 1) and kindergarteners' (Study 2) motivation as assessed by the choice of and persistence on challenging puzzles. Study 2 also compared effects for struggling versus non-struggling students. Study 3 examined whether persuasion would increase challenge seeking, when children convince someone else of the value of taking on challenges and persisting. Study 4 examined effects over time, and found that children showed a robust boost in challenge seeking two weeks later, especially those who were reminded of the original book. Study 5 examined whether the effects could be due to a particular aspect of the books, process praise, which sends a message that effort and persistence are effective and valued. Increasing children's motivation at a young age may set the stage for future academic achievement, creating a cycle of positive motivation and academic success.

「やればできる!」の研究 : 能力を開花させるマインドセットの力( Book )
1 edition published in 2008 in Japanese and held by 1 library worldwide

Cultural variation in choice and its consequences implications for decision making, victim blaming, and social policies by Krishna Mukundrai Savani( Book )
1 edition published in 2010 in English and held by 1 library worldwide
Choice is one of the most important categories of actions, both in American society in general and in the specific fields of psychology and economics. Extensive research over the past century has examined how people make choices, but the question of whether and when an action counts as a choice remains unstudied. While most scientists assume that whether an action counts as a choice is based upon the objective availability of multiple options, the present research tests whether what counts as a choice is also a matter of construal, a construal that is shaped by cultural models of agency. Studies 1 to 6 find that people in U.S. American contexts, where the disjoint model of agency is prevalent, are more likely than those in Indian contexts, where the conjoint model of agency is prevalent, to construe behaviors as choices. In Study 1, Americans reported making significantly more choices during the day than did Indians. In Studies 2 and 3, after the experimenter subtly induced participants to engage in the same series of behaviors, Americans were again more likely than Indians to construe their actions as choices. In Study 4, while watching a video of an actor spending time in his apartment, Americans identified the actor as making significantly more choices than did Indians. In Studies 5a and 5b, Americans were even more likely and Indians were even less likely to construe more important real life decisions as choices. In Study 6, Indians also showed a greater tendency to construe actions as choices when these actions involved responding to other people than when they did not, but Americans were equally likely to construe personal and interpersonal actions as choices. These findings show that whether people construe actions as choices is significantly shaped by sociocultural systems of meanings and practices. Studies 7 to 12 examined some of the positive and negative consequences of construing actions as choices in American contexts. Based upon the idea that choice and control are key components of the disjoint model of agency, these studies tested whether inducing Americans to construe actions as choices makes them more likely to make personal, interpersonal, and societal decisions under the assumption of personal control. Studies 7 and 8 found that inducing Americans to construe another person's actions as choices led them to make more risk-seeking and ambiguity-seeking decisions, which have been associated in previous research with increased perceived control. Studies 9 and 10 found that inducing Americans to construe another person's actions as choices led them to blame victims of negative life outcomes for making bad choices, reflecting the assumption that people have control over their actions and outcomes. Finally, Studies 11 and 12 found that inducing Americans to construe another person's actions as choices led them to oppose social policies benefiting society at the cost of individual liberty, but to support social policies enhancing individual freedom. Together, these studies document that whether an action counts as a choice is a matter of construal to a significant extent, and whether people construe actions as choices has profound psychological consequences, both positive and negative. The findings suggest that the existing societal trend of framing more and more issues as matters of choice is unlikely to have universally positive consequences, and might also have a variety of unanticipated negative consequences.

Teorie del sè : intelligenza, motivazione, personalità e sviluppo by Carol S Dweck( Book )
1 edition published in 2000 in Italian and held by 1 library worldwide

「やればできる!」の研究 : 能力を開花させるマインドセットの力 by キャロル・S.ドゥエック( Book )
1 edition published in 2008 in Japanese and held by 1 library worldwide

The role of expectations and attributions in the alleviation of learned helplessness in a problem-solving situation by Carol S Dweck( Book )
1 edition published in 1972 in English and held by 1 library worldwide