This study examined the direct and indirect associations of the perceived coach-created motivational climate, athletes' implicit theory, and athletes' achievement goal orientation in relation to their levels of grit. Five hundred twenty-three Division I and II collegiate student-athletes (male = 246, female = 277) from five institutions across the south-central and southeast areas of the United States completed self-report measures assessing the previously described constructs. The measurement model fit the data well (SRMR = .055; CFI = .938; RMSEA = .067) and demonstrated invariance across the male and female athletes. The structural model demonstrated adequate fit (SRMR = .088; CFI = .918; RMSEA = .068). All direct and indirect paths in the model were significant in the expected direction, with the exception of the direct path from entity theory to ego goal orientation and the indirect path from ego-involving climate to ego goal orientation through entity theory, which were both non-significant. The mastery-incremental constructs accounted for 65% of the variance in grit. Results indicate that achievement motivation theory is an appropriate framework through which to examine grit, and achievement motivation constructs may be significant antecedents of grit's development. Limitations and future directions are discussed.

Implicit theories play an important role in the structure and maintenance of people’s sense of meaning, and violations to one’s theory can create significant distress. Using electroencephalography (EEG), this study examined the neural correlates of implicit theory violation. Participants were primed with one of two implicit theories of success attainment and were then shown a series of words that either confirmed or violated that theory. Analyses revealed that compared to implicit theory confirmations, implicit theory violations produced greater N400 amplitudes, which is a brain wave associated with “semantic violations,” or violations of meaning. Current literature on the N400 has been limited to language-specific semantic violations. Therefore, these results represent a novel extension of the N400 to include violations of complex lay theories of human behavior. Furthermore, these data suggest that implicit theories represent a fundamental type of semantic knowledge that helps perceivers to generate predictions about the social world.

Implicit theories play an important role in the structure and maintenance of people’s sense of meaning, and violations to one’s theory can create significant distress. Using electroencephalography (EEG), this study examined the neural correlates of implicit theory violation. Participants were primed with one of two implicit theories of success attainment and were then shown a series of words that either confirmed or violated that theory. Analyses revealed that compared to implicit theory confirmations, implicit theory violations produced greater N400 amplitudes, which is a brain wave associated with “semantic violations,” or violations of meaning. Current literature on the N400 has been limited to language-specific semantic violations. Therefore, these results represent a novel extension of the N400 to include violations of complex lay theories of human behavior. Furthermore, these data suggest that implicit theories represent a fundamental type of semantic knowledge that helps perceivers to generate predictions about the social world.

abstract: Responsibility for academic outcomes is an important factor to consider within the study of student motivation, yet measures for the construct remain elusive and inconsistent. The present study uses a new measure developed by Lauermann and Karabenick to assess students' sense of responsibility for their academic outcomes. This study examined the relationship between perceived academic control, implicit theory of intelligence, and student responsibility. Results were based on a sample of 152 undergraduate students. A significant relationship between perceived academic control and student responsibility was established. Results also indicated a significant association between implicit theory of intelligence and student responsibility; however, contrary to hypotheses, implicit theory did not mediate the relationship between perceived academic control and student responsibility. / Dissertation/Thesis / M.A. Educational Psychology 2012

情緒智力與創造力在教育界中受到極大的重視，尤其在大學教育裡兩者已成為不可忽視的課題。本研究主要的目的在探討大學生之信念與情緒智力、創造力之關係。其中以「內隱理論」來探討大學生對於兩者能力的信念，亦即對情緒智力與創造力持「固定信念」抑或「增長信念」。因此主要的探討是對能力持不同信念的大學生，是否會影響個體之能力以及參與情緒智力或創造力課程的意願。除了信念之外，本研究還要探討大學生性別與年級對兩種能力與參與課程意願的關係。另外，情緒智力與創造力的關係也是本研究要探討的一個重點。 本研究以台灣地區公私立大專院校之大學生為受試對象，以便利取樣的方式抽取1200位大學生，其中男性大學生432位，女性大學生768位；而大一學生423位，大二學生157位，大三學生328位，大四學生211位，大五含以上學生81位。研究工具包含六個部份：「情緒智力信念量表」、「創造力信念量表」、「參與情緒智力課程意願量表」、「參與創造力課程意願量表」、「創新行為量表」與「大學生情緒智力量表」，其中「情緒智力信念量表」與「創造力信念量表」分別包含「固定信念」與「增長信念」分量表，而「大學生情緒智力量表」包含六個分量表來測量四個構念—情緒界定、情緒使用、情緒了解與情緒管理。 研究結果發現： 一、在大學生信念、能力與參與課程意願現況方面： （一）就大學生情緒智力信念、情緒智力與參與其課程意願現況而言： 1.大學生對於情緒智力的信念持增長信念的人顯著高於固定信念。 2.七成以上的大學生情緒智力達到中等以上的程度。 3.58.9％的大學生有意願參與情緒智力相關課程。 （二）大學生創造力信念、創造力與參與創造力課程義意願現況： 1.大學生對於創造力的信念持增長信念的人顯著高於固定信念。 2.目前大學生認為自己多少算是一個有創新行為的人。 3.68％的大學生有意願參與創造力相關課程。 二、在大學生人口變項與能力、參與情緒智力課程意願上之差異方面： （一）大學生人口變項與情緒智力、參與情緒智力課程意願上之差異： 1.不同年級的大學生在情緒智力信念上無顯著的差異。 2.情緒界定、情緒了解與整體情緒智力上以大三程度最低。而情緒了解高年級學生優於低年級。 3.大四、大五學生較有意願參與情緒智力課程。 4.男女大學生在情緒智力信念上無顯著的差異。 5.女性大學生在情緒智力分構念與整體能力上優於男性大學生。 6.女性大學生參與情緒智力課程意願高於男性大學生。 7.「資電、工」學院與「商管」學院的學生較其他學院學生認為情緒智力是一種固定無法改變的能力。 8.不同學院在情緒智力增長信念上無顯著差異存在。 9.整體情緒智力上，「藝術、傳播」學院得分最高，「資電、工」學院得分最低。 10.不同學院別的大學生在參與情緒智力課程意願上無顯著的差異。 （二)大學生人口變項與創造力信念、參與創造力課程意願上之差異： 1.不同年級的大學生在創造力信念上無顯著的差異。 2.不同年級的大學生在創新行為上無顯著的差異。 3.大四、大五學生較其他年級的學生更有意願參加創造力課程。 4.男女大學生在創造力信念上並無顯著的差異。 5.男性大學生比女性大學生自評有較多的創新行為。 6.女性大學生參與創造力課程意願高於男性大學生。 7.「理學院」的學生較認為創造力是一種固定無法改變的能力。 8.「藝術、傳播學院」的學生較認為情緒智力是一種可以改變的能力。 9.不同學院別的大學生在創新行為量表得分上無顯著的差異。 10.「藝術與傳播」學院的學生參與創造力課程意願是較其他學院來的高。 三、在信念、能力與意願的關係方面： （一）在情緒智力信念與創造力信念的關係上： 1.情緒智力固定信念與情緒智力增長信念有顯著的負相關；而創造力亦同。 2.情緒智力固定信念與創造力固定信念有顯著的正相關；而情緒智力的增長信念與創造力增長信念有顯著的正相關。 （二）大學生情緒智力信念與情緒智力、參與情緒智力課程意願之關係上，信念與情緒智力、參與情緒智力課程意願皆有顯著的相關，唯相關係數甚低。 （三)大學生創造力信念與創造力、參與創造力課程意願之相關上，信念與創造力、參與創造力課程意願皆有顯著的相關，唯相關係數甚低。 （四）創新行為與整體情緒智力無顯著相關。 （五）參與情緒智力課程意願與參與創造力課程意願上有顯著的正相關。 最後，本研究根據研究結果加以討論並對教育、諮商輔導與未來研究提出建議以供參考。

Primary teachers in the United States accept responsibility for teaching children how to read, and the instruction they provide results in reading proficiency for approximately 37% of students. Although researchers have established a relationship between teacher-related factors and students' performance in reading, they have not yet been able to identify the combination of teacher characteristics that best predicts teachers' intention to provide evidence-based reading instruction. The purpose of this study was to examine the relationships among teacher knowledge, teacher beliefs, and intention to provide evidence-based reading instruction using a conceptual framework that integrated the theory of planned behavior with the implicit theory of intelligence. An online survey was used to gather data from a convenience sample of 37 primary teachers in the United States to examine characteristics effective reading teachers have in common. The results of multiple regression analysis indicated different patterns for different groups of readers. For beginning readers, teachers' behavioral beliefs was the only significant predictor of intention to provide evidence-based reading instruction. For struggling readers, teacher knowledge of reading disabilities was the only significant predictor of intention. This study provided additional evidence of deficits in teachers' knowledge of basic language concepts and reading disabilities. Identifying teacher characteristics that influence students' reading proficiency outcomes may inform efforts to improve professional development and teacher preparation programs to better support and prepare teachers to ensure successful reading outcomes for all children.

This study is an investigation of the correlation between Grade 9 students’ self-theories of their intelligence and their tendency for intellectual engagement. Individuals have been shown to self-identify, with respect to their self-theories of intelligence as either entity theorists (who think of their own intelligence as fixed and fairly unchangeable), or incremental theorists (who think of their intelligence as malleable and able to be increased over time). Previous research has shown that individuals have a strong tendency to self-select one or the other of these theoretical frameworks. This study examined the correlation of this identification with individuals’ tendency to become intellectually engaged in their learning. Other demographic factors were also explored. A moderate correlation between students’ self-theory of their intelligence and their tendency for intellectual engagement was demonstrated. In this study, female students showed a higher proportion of an incremental self-theory of intelligence than males. Implications for educational leadership and classroom planning and instruction were explored

136 p. / Submitted by Santiago Fabio (fabio.ssantiago@hotmail.com) on 2013-01-07T19:01:49Z No. of bitstreams: 1 77.pdf: 1940772 bytes, checksum: b1a26b8b650fafc1d46c065208fb60b2 (MD5) / Made available in DSpace on 2013-01-07T19:01:49Z (GMT). No. of bitstreams: 1 77.pdf: 1940772 bytes, checksum: b1a26b8b650fafc1d46c065208fb60b2 (MD5) Previous issue date: 2009 / O objetivo desta dissertação é compreender as teorias implícitas dos gestores acerca do que é um trabalhador comprometido e suas relações com as estratégias cotidianas de gestão da sua equipe de trabalho. Considera-se Teoria Implícita a partir do conceito utilizado por Janissek-de-Souza (2007), como sendo uma articulação entre elementos esquemáticos que se constrói, originada de interpretações e filtragens cognitivas. Já como comprometimento organizacional, adota-se o conceito de Bastos (1994), como um conceito que envolve a noção do desejo de permanecer, de continuar, o sentimento de orgulho por pertencer, o envolvimento com objetivos e valores, empenho em favor de. Fundamentado nestas abordagens teóricas, a identificação do constructo teoria implícita se deu a partir da articulação entre os diversos elementos esquemáticos que compõem o conceito de trabalhador comprometido construído pelos gestores (explorando o peso dos elementos afetivos e instrumentais que o integram) e as explicações que eles possuem acerca dos possíveis fatores antecedentes e conseqüentes ao desenvolvimento de diferentes perfis de comprometimento. Para tanto, realizou-se uma entrevista semi-estruturada com questões abertas e alguns procedimentos mais estruturados aos quais os gestores eram submetidos à escolha. Os dados coletados foram avaliados a partir do procedimento de análise de conteúdo e os resultados apresentados com o uso de técnicas de mapeamento cognitivo. A pesquisa foi realizada em duas empresas de médio/ grande porte da região metropolitana de Salvador-BA, com oito gestores (quatro de cada organização). Trata-se de um estudo qualitativo, de caráter explicativo e intensivo. Das hipóteses adotadas como respostas preliminares a este estudo, apenas uma não foi confirmada integralmente. Conclui-se que: 1) os gestores relacionam experiências positivas e resultados favoráveis à organização com o perfil de trabalhador comprometido de base afetiva mais do que o faz com o de base instrumental; 2) a teoria implícita dos gestores possui maior aderência às dimensões do comprometimento de base afetiva do que de base instrumental – na realidade, para o grupo de gestores pesquisado, a base afetiva é o próprio comprometimento em si; e 3) diferentes compreensões acerca do comprometimento se associam a decisões também diferenciadas em relação à gestão de pessoas, embora isso não ocorra em todas as situações a que são submetidos os gestores em seu dia-a-dia de trabalho. Este estudo traz contribuições às discussões que já vêm sendo realizadas no campo de estudos do comprometimento organizacional acerca da necessidade garantir uma maior precisão conceitual ao conceito de comprometimento organizacional, e mostra que a utilização de estratégias qualitativas de pesquisa pode contribuir para os avanços que vêm sendo realizados no campo a partir da utilização hegemônica instrumentos quantitativos de pesquisa. Além disto, oferece dados para uma melhor compreensão dos efeitos que a avaliação dos gestores acerca do comprometimento da sua equipe produzem sobre as suas estratégias na gestão da mesma, o que pode vir a ser futuramente melhor investigado a partir das teorias que tratam das profecias auto-realizáveis. / Salvador

Understanding and promoting lifelong learning in employees is important for employees' future marketability (Robinson & Rousseau, 1994) and for creating learning organizations (Senge, 1990). To further this understanding, components of a model of the motivation to engage in continuous employee development (Garofano & Salas, 2005) were tested. New scales were created for work-related implicit theory and outcome expectations and the validity of these scales and these variables in the model were investigated. Alternate models were also contrasted with the Garofano and Salas model (2005). The study used self-report surveys administered to staff and faculty recruited from training classes in higher learning institutions in a three month longitudinal investigation. The results suggest that work-related implicit theory is a valid contributor in this model but that modifications to the model may be beneficial, including a more complex central motivational component. Implications of these results for organizational practice are discussed along with study limitations and future research implications

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