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Expanding the social-cognitive framework: understanding the role of implicit person theories in a complex task feedback environment

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dc.contributor.authorLiff, Joshua Philip, author
dc.contributor.authorKraiger, Kurt, 1957-, advisor
dc.contributor.authorMulqueen, Casey, committee member
dc.contributor.authorRhodes, Matthew G., committee member
dc.contributor.authorFeller, Richard William, committee member
dc.date.accessioned2007-01-03T05:44:57Z
dc.date.available2007-01-03T05:44:57Z
dc.date.issued2010
dc.descriptionDepartment Head: Ernest L. Chavez.
dc.description.abstractThe current study employed a longitudinal design to examine the effects of implicit person theories (IPTs; Dweck & Leggett, 1988) on task performance over two measurement occasions and a week of temporal separation. This design allowed for a direct inquiry into the pivotal role that one's lay beliefs about the malleability of attributes play in a simulated task feedback environment. In addition to examining the direct effects of IPT on task performance, the study investigated the role of the mediated mechanisms of appraisal effectiveness (i.e., feedback reactions), goal setting, effort, and attributions in the IPT-task performance relationship. Further, the study investigated the conditional indirect effect of feedback sign (i.e., positive vs. negative) on the meditational mechanisms, otherwise known as moderated mediation. 242 psychology students participated in the study for course credit. Limited evidence for the proposed meditational models was provided. Overall, IPTs significantly positively predicted task performance following the receipt of feedback after a one-week lag in measurement. Furthermore, the sign of the feedback was a significant, positive predictor of the full class of feedback reactions. Notably, the full class of reactions to feedback were all positively related to task 2 performance, providing empirical evidence of the predictive validity of appraisal feedback reactions for subsequent performance. Implications of the results, future research directions, and limitations are discussed.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierLiff_colostate_0053A_10029.pdf
dc.identifierETDF2010100003PSYC
dc.identifierBF319.5.F4
dc.identifier.urihttp://hdl.handle.net/10217/39058
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.titleExpanding the social-cognitive framework: understanding the role of implicit person theories in a complex task feedback environment
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplinePsychology
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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