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Dissertation/Thesis Abstract

Are implicit theories of interest associated with the use of interest-enhancing strategies?
by Robinson, Jennifer A., M.A., California State University, Long Beach, 2014, 69; 1527746
Abstract (Summary)

When faced with an uninteresting assignment, students have two options: remain uninterested in the assignment, or use strategies to become interested in the assignment, like working with friends. Implicit theories of interest are mental frameworks that people use to make judgments regarding their interests. People with an incremental theory of interest believe interests can be changed, while people with an entity theory of interest believe that interests cannot be changed. Three hundred and seventy-six undergraduate students completed a questionnaire that assessed the students' implicit theories of interest and how often they used interest-enhancing strategies across nine academic domains. Contrary to expectations, results indicated that implicit theories of interest are not associated with the use of interest-enhancing strategies. This is the first study to examine implicit theories of interest at the domain level and exploratory analyses suggested a few potential directions for future research.

Indexing (document details)
Advisor: Thoman, Dustin
School: California State University, Long Beach
Department: Psychology
School Location: United States -- California
Source: MAI 52/06M(E), Masters Abstracts International
Subjects: Behavioral psychology, Personality psychology, Cognitive psychology
Keywords: Implicit theories, Interest regulation, Student interest
Publication Number: 1527746
ISBN: 978-1-303-92602-0
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