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This study examines the differences in the beliefs of primary (elementary) class teachers about the role of expression in visual arts education. The focus is on the relationship between primary teachers implicit theories, and expression in their visual arts lessons. Expression here, refers to the manifestation of an individual students interests or views through visual images. Students' expression of their personal responses through visual images, is a central intended outcome of the visual arts curriculum in Western Australia (Curriculum Council, 1998).

Cultural differences in compliments were examined across five studies. The results are consistent with cultural differences in self-enhancement and self-criticism and suggest that compliment responses may reflect underlying differences in self-views. Asian golfers were less accepting and more rejecting of compliments about a tournament win than European golfers (Study 1). Cultural differences in responses to compliments about close others were found to mirror those about the self. Asian Canadian mothers were less accepting and more rejecting of compliments about their children than were European Canadian mothers (Study 2). Study 3 examined cultural differences in response to compliments that focus on natural ability (person-praise) versus those that focus on effort (process-praise). European Canadians were more accepting and less rejecting of person-praise compliments about their basketball shooting ability than Asian Canadians, whereas no differences were found in responses to process-praise compliments. Cultural differences in giving compliments were examined using both cultural artifacts (Study 4) and self-report (Study 5). The results are consistent with previous research on differences in implicit theories of ability. Chinese graduation cards contained more process- than person-praise compliments, whereas the reverse was true of American cards (Study 4). Chinese parents indicated that they would be more likely to select and Chinese students indicated that they would be more likely to receive graduation card messages containing process- versus person-praise compliments (Study 5). American parents and students showed no effects of type of compliment.

In modern organizations, individuals frequently choose silence over voice (e.g., Milliken, Morrison, & Hewlin, 2003), which can have a variety of detrimental effects on individuals and organizations. This choice of silence is partially due to self-protective implicit voice theories that employees have internalized from interactions with authority over time. In this research, I investigate self-protective implicit voice theories (abbreviated as IVTs throughout), defined as taken-for-granted beliefs about when and why speaking up at work is risky or inappropriate (Detert & Edmondson, 2011). I present three studies employing lab and field research methods to further understand various aspects of IVTs. In the first study, I explored activation and suppression of IVTs from anger and fear primes. I found that IVTs were generally stable and not susceptible to emotional primes, suggesting that they are well-developed beliefs that are strong enough to remain constant in varied emotional states. In the second study, I investigated the extent to which IVTs and evolutionarily significant facial cues of dominance predicted voice in a vignette-based study. IVTs did not predict voice, but further analysis revealed that the dependent variable was more appropriately categorized as helping. There was a significant interaction between gender and face type on helping. Broadly, the results of this study suggest that people may help others after subconsciously calculating their power and predicted reciprocity from the person being helped. Finally, in a third study, I explored the degree to which personality and demographics affect IVTs and how IVTs are related to withholding in four organizations. I found that IVT scores did not cluster in teams, suggesting that they are best analyzed at the individual level and that workplace context has minimal effect on IVTs. Second, I found that IVTs explain withholding above and beyond contextual and personality variables. Last, I found that IVTs mediate the effect of conflict aversion on withholding. The stability and significance of IVTs is further supported from this research, providing additional research opportunities and possibilities to reduce withholding in organizations.

Individuals have different implicit theories. They may hold an incremental theory and believe traits are malleable or an entity theory and believe traits are fixed. In past research implicit theories have been linked to achievement goals. The present study extends this research by investigating the relationship between implicit theories and personal goals. An experimental design was used to examine if priming individuals with a specific implicit theory impacts their goal prioritization. It was expected that individuals primed with an entity theory would place greater importance on intrinsic goals while individuals primed with an incremental theory would place greater importance on extrinsic goals. It was found that female participants rated the importance of financial success higher in the Entity condition compared to the Incremental condition and rated the importance of community feeling higher in the Incremental condition compared to the Entity condition. No significant differences were found with male participants. / Graduate

Cultural differences in compliments were examined across five studies. The results are consistent with cultural differences in self-enhancement and self-criticism and suggest that compliment responses may reflect underlying differences in self-views. Asian golfers were less accepting and more rejecting of compliments about a tournament win than European golfers (Study 1). Cultural differences in responses to compliments about close others were found to mirror those about the self. Asian Canadian mothers were less accepting and more rejecting of compliments about their children than were European Canadian mothers (Study 2). Study 3 examined cultural differences in response to compliments that focus on natural ability (person-praise) versus those that focus on effort (process-praise). European Canadians were more accepting and less rejecting of person-praise compliments about their basketball shooting ability than Asian Canadians, whereas no differences were found in responses to process-praise compliments. Cultural differences in giving compliments were examined using both cultural artifacts (Study 4) and self-report (Study 5). The results are consistent with previous research on differences in implicit theories of ability. Chinese graduation cards contained more process- than person-praise compliments, whereas the reverse was true of American cards (Study 4). Chinese parents indicated that they would be more likely to select and Chinese students indicated that they would be more likely to receive graduation card messages containing process- versus person-praise compliments (Study 5). American parents and students showed no effects of type of compliment.

<div>Theorists posit that despite the well-known benefits of feeling grateful, the adoption of a grateful perspective is not always easy and the occurrence of a gratitude-worthy event is not always readily salient. Indeed, to experience a sense of gratitude may partly require that people actively regulate their cognitive and attentional resources to notice, appreciate, and subsequently respond to a gratitude event. Drawing from Dweck et al.’s (1995) implicit theories framework, I examined whether implicit beliefs concerning the development of various attributes/characteristics differentially influences people’s feelings of gratitude. Implicit theories framework stipulates that people adopt one of two learning perspectives – namely, an entity or incremental perspective. Those with an incremental perspective believe that certain characteristics (e.g., emotions, attributes) are not fixed, but are dynamic and changeable, and that their ability in a certain area can be improved, and that the associated outcomes are linked to their own diligence and labor. By comparison, people with an entity perspective believe certain characteristics are static and cannot be easily changed, and that the outcomes associated with a particular attribute are generally decoupled from their own labors. I reasoned that because incremental (vs. entity) theorists are confident that they can actively regulate their behavior to experience a desired emotional state, they should also believe that they can regulate their feelings of gratitude. In doing so, incrementals (vs. entity) should be more likely to expend cognitive and attentional resources to notice and attend to a salient gratitude event, capitalizing on opportunities to practice cultivating a grateful perspective. With the current studies, I used correlational, longitudinal, and experimental methods to examine both the fundamental association between implicit gratitude beliefs and gratitude, and whether the effect of implicit gratitude beliefs (i.e., incremental vs. entity) on feelings of gratitude differ as a function of gratitude event salience. I hypothesized that compared to entity theorists, incremental theorists should be more sensitive and attentive to a salient (vs. less salient) gratitude event, and as a result, incrementals (vs. entities) should exhibit higher levels of gratefulness/gratitude. The results across six studies provided reliably consistent evidence in support of the key hypotheses. Gratitude was positively associated with an incremental perspective and negatively associated with an entity perspective; when the gratitude event was salient (vs. less salient) incrementals were more attentive to the opportunity, and their level of gratitude was systematically higher compared to those with an entity perspective, and across the salience conditions, the difference between incrementals’ and entities’ gratitude levels was also partially explained by gratitude motivation and increased attentiveness to the gratitude event.</div>

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No description available.

This study reviews the burgeoning literature on followership and tests propositions from a recently developed theoretical framework to explore the relationship between follower behaviours, leaders’ perceptions of follower trustworthiness (trusting beliefs), and leaders’ subsequent willingness to be vulnerable to the actions of their followers (trusting intentions). Leaders’ implicit followership theories (IFTs) were examined as a potential moderator of both relationships. Results revealed that passive followership influenced leaders’ trusting beliefs negatively, whereas collaborative followership had a positive influence on leaders’ trusting beliefs as well as leaders’ trusting intentions. The most extreme form of proactive followership, challenging followership, had nonsignificant relationships with leaders’ trusting beliefs and intentions. In addition, leaders’ IFTs did not interact with followership behaviour to produce any change in leaders’ trusting beliefs. However, IFTs were found to moderate the relationship between leaders’ trusting beliefs and trusting intentions. Implications for research and practice are discussed in light of the results.