From growth and fixed creative mindsets to creative thinking: an investigation of the mediating role of creativity motivation.

Studies documenting and seeking to understand the mindset effect have yielded mixed and inconclusive findings. The present study sought to address the research question pertaining to the mindset effect on creative thinking and its underlying mechanism from the perspectives of social cognitive theory and mindset theory, which postulate a motivational mechanism underlying the mindset-creativity link. Specifically, this study aimed to examine the mediating role of creativity motivation in the effects of growth and fixed creative mindsets on creative thinking. A convenience sample of 948 college students from three universities in Hong Kong participated in the study. Creative mindset, creativity motivation, and creative thinking were assessed using the Chinese version of the Creative Mindset Scale, the Creativity Motivation Scale, and the Test for Creative Thinking-Drawing Production (TCT-DP), respectively. Lending support to the perspectives of social cognitive and mindset theories, the results of mediation analyses conducted using Preacher and Hayes's bootstrapping approach indicated that creativity motivation had partial mediating effects on the positive and negative roles of growth and fixed mindsets, respectively, in creative thinking. Enriching the research on the motivation mechanism underlying the impacts of creative mindsets on creative thinking, the results further illustrated that creativity motivation has a stronger mediating effect on the impact of growth creative mindset on creative thinking than on that of fixed creative mindset. The possible theoretical and educational implications of the findings of this research are discussed.

Assessing Implicit Theories in Sexual Offending Using Indirect Measures: Feasibility, Reliability, and Incremental Validity.

This study assessed psychometric qualities of indirect measures assessing Implicit Theories (ITs) of sexual offending: Implicit Association Task (IAT), Implicit Relational Assessment Procedure (IRAP), and Relational Responding Task (RRT). For comparison reasons, aggressive behavior was also assessed. In a male sample from the general population (N = 109), we assessed each measure's (a) feasibility (mean latency, error rate, passing criteria), (b) internal consistency, (c) convergent and discriminant validity, and (d) incremental and predictive validity. Results indicated that no indirect measure met all criteria. Although the IAT was reasonably feasible and reliable in measuring aggression, ITs could not be reliably assessed. The RRT was feasible and somewhat reliable in assessing ITs, whereas the IRAP showed limited feasibility, high task complexity, low reliability, and the presence of a method factor. No measure had incremental predictive validity over the use of self-report measures, although we note that the power to detect such associations was limited. As none of the indirect measures performed satisfactorily on the measured criteria, the use of these measures in clinical practice seems currently unwarranted to assess ITs.

Implicit theories of health predict influenza vaccination intention among elder Chinese: The mediating role of anticipated regret.

Receiving influenza vaccines is the most effective public health strategy to protect people against seasonal flu infection. However, influenza vaccination rates are extremely low in China. This study investigated the association between implicit theories of health and influenza vaccination intention among elder Chinese when the vaccine is free (vs not free), and examined the mediating effect of anticipated regret. The results suggested that implicit theories of health, especially incremental theory of health, significantly predicted Chinese elders' influenza vaccination intention and this relationship was mediated by anticipated regret. Implications of the current research for promoting influenza vaccination among elder Chinese and directions for future research are discussed.

Is Seeing Believing? Hallmark Movie Viewership and Relationship Beliefs.

The Hallmark Channel, a highly watched cable network, is known for its consistently idealistic portrayals of romantic relationships. Despite its popularity, no research has examined whether increased viewership of Hallmark movies covaries with endorsement of relationship beliefs. According to cultivation theory, what we watch impacts our beliefs and perceptions of reality. Additionally, the Differential Susceptibility to Media Effects Model (DSMM) proposes that certain variables, such as developmental (i.e., age, relationship length) and dispositional factors (e.g., attachment style, gender), may make certain viewers more or less susceptible to the effects of media viewership. Based on this grounding, the main purpose of this study was to determine if watching more Hallmark movies is associated with endorsing certain beliefs about romantic relationships and opposite-sex friendships when controlling for several susceptibility factors. A nationwide sample of heterosexual, married participants (N = 279) completed measures of Romantic Beliefs, Implicit Theories of Relationships, and beliefs about opposite-sex friendships and reported on their media consumption. More frequent Hallmark movie viewership was associated with increased endorsement of several relationship beliefs, above and beyond susceptibility factors (e.g., attachment, relationship length) and daily television consumption. Specifically, greater Hallmark movie viewership was positively associated with greater endorsement of multiple unrealistic relationship beliefs, destiny beliefs, and believing that opposite-sex friendships are problematic. The findings of the current study provide further support for cultivation theory and DSMM.

Implicit theories of health predict HPV vaccination intention among young adult Chinese women: The mediating effect of consideration of future consequences and future self-continuity.

This study investigated the predicting effect of implicit theories of health on HPV vaccination intention among young adult Chinese women and its underlying mechanisms. Four-hundred and eighty-three young Chinese women adults (18-26 years old) participated this study by completing measures on implicit theories of health, consideration of future consequences, future self-continuity, and reported their HPV vaccination intention. The results demonstrated that age, whether they knew someone being diagnosed with cancer, implicit (incremental) theories of health, consideration of future consequences (CFC-Future), and future self-continuity significantly predicted young adult Chinese women's HPV vaccination intention. The predicting effect of implicit theories of health was mediated by consideration of future consequences and future self-continuity. Implications of the current research for promoting HPV vaccination among young adult women and directions for future research are discussed.

More than just changeability: Specific factors are used to explain the changeability of personality traits.

Implicit theories and psychological essentialism are valuable frameworks used to model how changeable many traits are perceived to be. These frameworks, however, characterise changeability as a broad and generalised construct and do not fully capture the nuance and specificity involved in personality changeability. We therefore sought to deconstruct implicit theories about changeability into underlying more specific aspects of changeability. We measured how changeable people theorise personality traits to be according to three underlying specific factors: volitional control, context and age. We investigated how specific implicit theories about changeability vary across different personality traits. We show that two personality traits (agreeableness and conscientiousness) are linked to dissociable patterns of specific factors used to explain how changeable they are. These findings yield new insight into the way people explain why personality traits are changeable and demonstrate that different types of reasons are used to explain the changeability of agreeableness and conscientiousness.

The strength of conspiracy beliefs versus scientific information: the case of COVID 19 preventive behaviours.

Controlling the spread of COVID-19 requires individuals to adopt preventive behaviours, but conspiracy beliefs about its origin are spreading. The aim of this paper is to better comprehend the strength of conspiracy beliefs versus objective COVID-19 information to predict people's adherence to protective behaviours (getting vaccinated, being tracked through APPs, and keeping social distance from infected people). Study 1 shows that COVID-19 implicit theories detected in the Pre-study were activated as independent factors that constitute people's interpretations of the virus origin. These beliefs were related to a lesser intention to engage in preventive behaviours and a higher level of mistrust in institutional information, although some beliefs generate positive expectations about COVID-19 consequences. In Study 2, conducted with a different sample, official COVID-19 information was included as an independent variable, but this new variable did not further explain results. Lastly, Study 3 consisting of both previous samples confirmed that conspiracy beliefs had a direct effect on a lesser willingness to engage in preventive actions, a higher mistrust, and positive expectations about COVID-19 consequences. We conclude that objective COVID-19 information did not buffer the effect of conspiracy beliefs; they interfere with actions to prevent it by taking institutions as scapegoats or complicit with secret powers.

Emotion malleability beliefs matter in emotion regulation: a comprehensive review and meta-analysis.

Individuals' beliefs about the malleability of emotions have been theorised to play a role in their psychological distress by influencing emotion regulation processes, such as the use of emotion regulation strategies. We conducted a meta-analysis to test this idea across studies with a focus on the relationships between emotion malleability beliefs and five distinct emotion regulation strategies: cognitive reappraisal, suppression, avoidance, rumination, and acceptance. Further, using two-stage meta-analytic structural equation modelling (TSSEM), we examined whether the emotion regulation strategies mediate the cross-sectional relationship between emotion malleability beliefs and psychological distress across studies. Thirty-seven studies were included in the meta-analyses and 55 cross-sectional studies were included in the TSSEM. Results demonstrated that, across studies, emotion malleability beliefs were significantly associated with greater use of putatively helpful strategies (particularly with cognitive reappraisal) and less use of putatively unhelpful strategies (particularly with avoidance). The use of cognitive reappraisal and avoidance partially mediated the relationship between emotion malleability beliefs and psychological distress. These results highlight the importance of considering beliefs about the malleability of emotions in the context of emotion regulation. These findings suggest the potential role of emotion malleability beliefs in interventions for individuals with emotion regulation-related difficulties and psychological distress.

Implicit theories of women preschool pre-service teachers and emotional intelligence.

Introduction: Pre-service teachers should be prepared to face the emotionally demanding situations associated with the profession. The previous literature suggests that two variables are important for managing teaching demands: emotional intelligence (EI) or the ability to perceive, facilitate, understand, and manage emotions and implicit theories (ITs). ITs refer to the beliefs about the malleability of various life domains. Individuals can be divided into incremental theorists (believing that attributes are malleable) and entity theorists (attributes are fixed). Objective: This study aimed to evaluate the influence of ITs of intelligence and EI on self-report and ability EI in a sample of female preschool pre-service teachers. Method: In total, 224 participants (M = 21.27, SD = 4.72) were assessed on ability EI (performance and self-report instruments), ITs of intelligence, ITs of EI, age, and parental education. Results: In our sample, incremental EI-but not intelligence-theories predicted higher scores on self-report and ability EI. In particular, being an incremental theorist of EI predicted 11 and 20% of the variance of the global EI and the managing branch of the ability EI, respectively. Conclusion: Our findings suggest the importance of ITs of EI for pre-service teachers' emotional intelligence and open the door to implementing ITs of EI training in this population. These theoretical and practical implications are discussed.

The Effects of Implicit Theories on Body Weight Information Avoidance.

Regular self-weighing is associated with more effective weight control, yet many individuals avoid weight-related information. Implicit theories about weight, or perceptions of how malleable weight is, predict more effortful weight management and may also influence weight-related information avoidance. Participants (N = 209) were randomly assigned to read an article stressing an incremental theory of weight (i.e., weight is malleable), an article stressing an entity theory (i.e., weight is fixed), or to a control condition. We then examined their self-reported preference to avoid their body composition (i.e., body fat, weight, and muscle composition), their willingness to have their body composition measured during the lab visit, and their eating and exercise intentions. There were no notable differences across conditions, but higher self-reported incremental beliefs predicted less self-reported avoidance of body composition. The findings suggest that implicit theories may influence weight-related information avoidance, but a brief manipulation is not powerful enough to create meaningful change.

Implicit Theories of Emotional Intelligence and Students' Emotional and Academic Outcomes.

In this study, we addressed the relevance of implicit theories of emotional intelligence (ITEI) to students' emotional and academic outcomes throughout secondary school. During a three-wave longitudinal survey (10th-12th grades), 222 students, ages 14-18 years old at the first round of data collection (Mage = 15.4, SD = 0.63) and mostly female (58.6%), completed questionnaires on ITEI, emotional intelligence (EI; ability and trait), and emotions towards school. The results provided evidence for the relation of ITEI with EI (ability and trait) in the following year and their extended link with students' emotions towards school and academic achievement (Portuguese academic grade) at the end of secondary school. In addition, ability and trait EI mediated the link of entity ITEI and negative emotions and achievement. The findings suggest the importance of fostering more dynamic ITEI among students as a mean for enhancing emotional and academic outcomes.

A Smartphone-Based Implicit Theories Intervention for Health Behavior Change: Randomized Trial.

BACKGROUND: Implicit theories of health describe individuals' beliefs about the malleability of health. Individuals with an incremental theory of health believe that health, in general, is malleable, whereas individuals with an entity theory of health endorse the idea that health is largely fixed and predetermined. Previous research has shown that an incremental theory of health is associated with beneficial health outcomes and behaviors. A mobile health implicit theories intervention could be an effective way to increase health-promoting behaviors in the general population. OBJECTIVE: The aim of this study was to estimate the effect of a smartphone-based intervention designed to promote an incremental theory of health on the frequency of health-promoting behaviors in everyday life. The study used ecological momentary assessment to measure health behavior change. METHODS: This 2-arm, single-blind, delayed intervention design included 149 German participants (mean age 30.58, SD 9.71 years; n=79 female). Participants were asked to report their engagement in 10 health-promoting behaviors throughout the day for 3 weeks. Participants were randomly assigned to either an early intervention group (n=72) or a delayed intervention group (n=77). The intervention materials, designed to promote an incremental theory of health, were provided to participants after 1 week (early intervention group) or 2 weeks (delayed intervention group) of baseline behavior measurement. Data for this study were collected between September 2019 and October 2019. RESULTS: A paired-samples 2-tailed t test revealed that participants reported a stronger incremental theory after responding to the intervention materials (mean 5.58, SE 0.07) compared with incremental theory measured in an entry questionnaire (mean 5.29, SE 0.08; t148=4.07, SE 0.07; P<.001; 95% CI 0.15-0.43; d=0.33). Multilevel analyses showed that participants reported engaging in health-promoting behaviors more often after being presented with the intervention materials compared with baseline across conditions (b=0.14; t146.65=2.06, SE 0.07; P=.04; 95% CI 0.01-0.28). However, when the analysis was conducted separately for the early and delayed intervention groups, the intervention effect was only significant for the delayed intervention group (b=0.27; t1492.37=3.50, SE 0.08; P<.001; 95% CI 0.12-0.42). There was no significant increase in health-promoting behaviors for the early intervention group (b=0.02; t69.23=0.14, SE 0.11;P=.89; 95% CI -0.2 to 0.23). CONCLUSIONS: This study suggests that a smartphone-based intervention designed to promote an incremental theory of health is a cost- and time-effective approach to increase the frequency of engaging in health-promoting behaviors. However, research is needed to understand the reasons for the difference in intervention effects between the early and delayed intervention groups. The results of this study can guide the development of future digital health interventions that focus on implicit theories to promote health behavior change. TRIAL REGISTRATION: DRKS - German Clinical Trials Register DRKS00017379; https://drks.de/search/de/trial/DRKS00017379.

Emotion Regulation Strategies and Beliefs About Emotions Predict Psychosocial Outcomes in Response to Multiple Stressors.

Emotion regulation (ER) strategies and beliefs about emotions (implicit theories of emotions; ITE) may shape psychosocial outcomes during turbulent times, including the transition to adulthood and college while encountering stressors. The normative stressors associated with these transitions were compounded by the COVID-19 pandemic, providing a novel opportunity to examine how emerging adults (EAs) cope with sustained stressors. Stress exposures can heighten existing individual differences and serve as "turning points" that predict psychosocial trajectories. This pre-registered study (https://osf.io/k8mes) of 101 EAs (18-19 years old) examined whether ITE (believing emotions can change or not; incremental vs. entity beliefs) and ER strategy usage (cognitive reappraisal and expressive suppression usage) predicted changes in anxiety symptomatology and feelings of loneliness across five longitudinal assessments (across a 6-month period) before and during the initial months of the COVID-19 pandemic. On average, EAs' anxiety decreased after the pandemic outbreak but returned to baseline over time, while loneliness remained relatively unchanged across time. ITE explained variance in anxiety across time over and above reappraisal use. Conversely, reappraisal use explained variance in loneliness over and above ITE. For both anxiety and loneliness, suppression use resulted in maladaptive psychosocial outcomes across time. Thus, interventions that target ER strategies and ITE may ameliorate risk and promote resilience in EAs who experience increased instability. Supplementary Information: The online version contains supplementary material available at 10.1007/s42761-023-00187-0.

The role of writing motives in the interplay between implicit theories, achievement goals, self-efficacy, and writing performance.

It is well established that students' motivation for writing is a key predictor of their writing performance. The aim of the current study is to study and map the relations underlying different motivational constructs (i.e., implicit theories, achievement goals, self-efficacy, and writing motives) and to investigate how these contribute to students' writing performance. For that, 390 Flemish students in stage three of the academic track of secondary education (16-18 years old) completed questionnaires measuring their implicit theories of writing, achievement goals, self-efficacy for writing, and writing motives. Furthermore, they completed an argumentative writing test. Path analysis revealed statistically significant direct paths from (1) entity beliefs of writing to performance avoidance goals (ß = 0.23), (2) mastery goals to self-efficacy for writing (ß argumentation = 0.14, ß regulation = 0.25, ß conventions = 0.18), performance-approach goals to self-efficacy for writing (ß argumentation = 0.38, ß regulation = 0.21, ß conventions = 0.25), and performance-avoidance goals to self-efficacy for writing (ß argumentation = -0.30, ß regulation = -0.24, ß conventions = -0.28), (3) self-efficacy for regulation to both autonomous (ß = 0.20) and controlled motivation (ß = -0.15), (4) mastery goals to autonomous motivation (ß = 0.58), (5) performance approach and avoidance goals to controlled motivation (ß = 0.18; ß = 0.35), and (6) autonomous motivation to writing performance (ß = 0.11). This study moves the field of writing motivation research forward by studying the contribution of implicit theories, achievement goals, and self-efficacy to students' writing performance, via writing motives.

Implicit theories shape responses to social-evaluative threat.

It is important to understand factors that make one more or less vulnerable to the harmful effects of social threat. This study focuses on the role of implicit theories (also referred to as mindsets) in shaping responses to a potent form of social threat, namely social-evaluative threat (SET). 124 individuals participated in an experimental study in which they were induced to have an incremental theory or an entity theory about their social skills. Next, they were exposed to SET in the laboratory. Psychological and physiological responses were assessed including social self-esteem, rumination, spontaneous mentions of concerns about one's social skills, and heart-rate variability. Compared to those induced to have entity theories, those induced to have incremental theories were buffered from the typical harmful effects of SET on social self-esteem, rumination, and concerns about their social skills. The association between implicit theories and heart-rate variability fell just short of significance.

A growing concern for meaning: Exploring the links between ego development and eudaimonia.

Introduction: Eudaimonia, in contrast to hedonia, is theorized to be a more complex type of positive functioning that involves personal growth and is guided by the pursuit of meaning. However, the existing evidence linking eudaimonia to personality development is rather scarce. To fill this gap, we aimed to explore whether ego development is related to eudaimonic well-being and eudaimonic orientations, most notably, the concern for meaning: we explored both the quantitative differences in the presence of meaning and the search for it, as well as qualitative differences in lay theories of meaning. Methods: Russian-speaking volunteers recruited online (N = 364, aged 18 to 85, 63% female) completed measures of ego development (Washington University Sentence Completion Test), meaning in life (Meaning in Life Questionnaire), lay theories of meaning (and original 20-item measure), hedonic and eudaimonic motives for activities (HEMA), and well-being (Mental Health Continuum-Short Form). Results: Ego development emerged as a weak, but significant positive predictor of well-being and this effect was fully mediated by the presence of meaning and eudaimonic motives. Latent profile analysis of the items tapping into lay theories of meaning revealed four distinct individual approaches to meaning that mainly differed in the subjective importance and salience of meaning. Participants with stronger concern for meaning revealed higher scores on ego development, both presence and search for meaning, eudaimonic motives, and well-being. Discussion: The results add to the evidence concerning the links between ego development and well-being and are in line with the theoretical view of eudaimonia as a process of growth guided by personal concern for meaning. The findings suggest that eudaimonia might be more easily attained by individuals at higher stages of personal development.

Examining associations between intelligence mindset, mental health symptom severity, and academic self-efficacy and performance.

Individuals possess different beliefs regarding the malleability of intelligence, also known as intelligence mindsets. Despite evidence demonstrating a link between a growth mindset of intelligence-the belief that intelligence can develop through effort-and academic achievement, this link has not been closely examined from a mental health perspective. Given the increasing prevalence of mental health conditions, such as anxiety and depression, among undergraduate students, an important question is whether the well-established link between mental health symptom severity and academic outcomes depends on the intelligence mindset beliefs that individuals possess. A growth mindset of intelligence might buffer the negative impact of anxiety and depression on academic outcomes, whereas a fixed mindset-the belief that intelligence cannot be changed-might exacerbate this negative relationship. The present study examined data collected from 660 undergraduate psychology students in the United States to test whether intelligence mindset beliefs moderated the relationship between mental health symptom severity and various indicators of academic outcomes: academic self-efficacy, GPA, and perceived academic standing. Results revealed that intelligence mindset beliefs did not moderate the observed negative association between mental health symptom severity and academic outcomes. Findings indicate that promoting a growth mindset of intelligence might not be a particularly effective strategy for buffering university students from the negative impact of anxiety and depression on academic outcomes. However, this conclusion is limited by the cross-sectional design of the study, and future prospective research is necessary to further clarify the relationship between intelligence mindset, mental health, and academic outcomes.

Role of self-esteem in the association between mindset of socioeconomic status and well-being: A cross-lagged panel analysis.

People who believe that their socioeconomic status (SES) can be changed-with growth mindset or incremental implicit theory of SES-tend to have better psychological well-being. Nevertheless, it remains unclear on why growth mindset of SES benefits well-being. The present research aims to answer this question by investigating the longitudinal associations between mindset of SES and well-being (i.e. depression and anxiety) and a potential mechanism (i.e. self-esteem). We recruited 600 adults in Guangzhou, China, as participants in this study. Participants completed a list of questionnaires containing measures of mindset of SES, self-esteem, depression, and anxiety at three time points over the course of 18 months. The cross-lagged panel model showed that individuals holding a growth mindset of SES reported significantly lower depression and anxiety 1 year later, but the effect was not sustained later. More importantly, self-esteem accounted for the associations of mindset of SES with both depression and anxiety, such that individuals with growth mindset of SES had higher self-esteem, and in turn, demonstrated lower depression and anxiety over 18 months. These findings deepen the understanding of the salutary effects of implicit theories of SES on psychological well-being. Implications for future research and mindset-related interventions are discussed.

The Moderating Role of Perceived Partner Responsiveness Between Implicit Theories of Relationships and Romantic Relationship Satisfaction.

Whether people believe their romantic relationship quality can be improved or not could largely influence the relationship consequences. However, relatively fewer studies have focused on the potential factors that account for the association between such beliefs and romantic relationship satisfaction (RS). In the current research, we aimed to investigate the relation between implicit theories of relationships (ITRs) and RS and the potential moderating role of perceived partner responsiveness (PPR) in such relation. An online survey was administered to 300 Chinese young adults (aged 18-35) who were currently in romantic relationships, measuring their implicit beliefs about romantic relationships, PPR, and RS. Results indicated that (a) growth beliefs of ITRs and PPR were positively associated with RS, respectively; (b) destiny beliefs of ITRs were not significantly associated with RS; and (c) PPR moderated the relation between growth beliefs of ITRs and RS. Growth beliefs were significantly positively correlated with RS in lower PPR conditions but not in higher PPR conditions. We further discussed the theoretical and practical implications of these results.