The Effect of Implicit Theories of Intelligence and Gender on Self-Defining Academic Memories
Date
2007
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Producer
Director
Performer
Choreographer
Costume Designer
Music
Videographer
Lighting Designer
Set Designer
Crew Member
Funder
Rehearsal Director
Concert Coordinator
Advisor
Moderator
Panelist
Alternative Title
Department
Haverford College. Department of Psychology
Type
Thesis
Original Format
Running Time
File Format
Place of Publication
Date Span
Copyright Date
Award
Language
eng
Note
Table of Contents
Terms of Use
Rights Holder
Access Restrictions
Haverford users only
Terms of Use
Tripod URL
Identifier
Abstract
The overall purpose of the current research was to examine how people interpret and integrate life events into their self-concept, specifically for academic memories. In addition, we explored the influences of implicit theories of intelligence, gender, and personality traits on autobiographical reasoning. Participants consisted of sixty-five undergraduate students from Haverford College who completed an online questionnaire and followed up with a visit to the lab. During the lab visit, participants completed narratives about academic successes and failures. Results showed that implicit theories of intelligence significantly affected autobiographical reasoning in success memories only. Also, there was a weak correlation between incremental women and negative transformational processing in failure memories suggesting that women possibly make more negative attributions about the self in the face of a failure than man. In addition, results yielded no effects for personality type. By having a better understanding of the formation and integration of narrative identity, we can better understand not only what makes a healthy narrative identity, but how to achieve it.