Effects of Implicit Theories of Intelligence and Gender on Self-Defining Academic Memories

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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
This study examines students’ perceptions of academic successes and failures. Our study focuses on narrative identity exhibited through autobiographical reasoning in self-defining memories as well as implicit self theories or beliefs about the extent to which one believes intelligence is a fixed or malleable entity. In addition, two differing perspectives of gender differences are explored.
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