Autobiographical Reasoning in Memories of Academic Successes and Failures of College Students
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2007
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Haverford College. Department of Psychology
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Thesis
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Award
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eng
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Haverford users only
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Abstract
The purpose of the current study was to examine if the way one thinks about their intelligence would have an effect on the way they discuss academic memories. One main hypothesis stated that people who thought about their intelligence with an incremental orientation would show more positive self-transformation in memory narratives. The second main hypothesis stated that incremental women would show the most self-transformation, while entity women would show the least. 65 college students completed a pre-test questionnaire measuring theory of intelligence, self-esteem, academic contingent self-worth, goal orientation, conscientiousness, and neuroticism. Then participants answered two memory prompts about a success and failure within academics. Follow-up questions to the memories were also answered. Results showed incremental theorists had significantly more positive self-transformation than entity theorists in success memories, but not in failure memories. There was no significant interaction between gender and theory of intelligence. In light of the results, the academic environment and background of participants were discussed.