The effect of implicit self-theories of intelligence on task persistence and performance in an adult sample: test of a structural model

Abstract

Implicit self-theories have been studied extensively in children as part of a social cognitive approach to behavior and performance and have been found to increase persistence in the face of challenge or failure, leading to increased performance on difficult tasks. Recently there has been some support for the idea that implicit self-theories are relevant as well for performance of working adults. The purpose of the current study was to examine the effects of implicit self-theories in working adults by examining structural model with implicit self-theories predicting self-efficacy after task failure, which in turn predicts persistence on a difficult task, which further predicts overall performance on a set of difficult tasks. Structural equation modeling resulted in limited support for the proposed model; implicit self-theories predicted persistence, which in turn predicted performance, but the effect was not mediated through self-efficacy. Some evidence for a moderation effect of early failure was found for the effect of implicit self-theories on persistence. Implications and future directions are discussed.