Effect of Implicit Theory on Effort Allocation Strategies in Multiple Task-Choice Situations: An Investigation From a Socio-Ecological Perspective

Implicit theories refer to two assumptions that people make about the malleability of one’s ability. Previous studies have argued that incremental theorists (who believe that ability is malleable) are more adaptive than entity theorists (who believe that ability is fixed) when facing achievement set...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Keita Suzuki, Naoki Aida, Yukiko Muramoto
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	implicit theory mindset task engagement educational environment socio-ecological approach Psychology BF1-990
Acceso en línea:	https://doaj.org/article/6a477c657ca9490284f0a3318953a230
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:6a477c657ca9490284f0a3318953a230
record_format	dspace
spelling	oai:doaj.org-article:6a477c657ca9490284f0a3318953a2302021-12-03T07:20:37ZEffect of Implicit Theory on Effort Allocation Strategies in Multiple Task-Choice Situations: An Investigation From a Socio-Ecological Perspective1664-107810.3389/fpsyg.2021.767101https://doaj.org/article/6a477c657ca9490284f0a3318953a2302021-12-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.767101/fullhttps://doaj.org/toc/1664-1078Implicit theories refer to two assumptions that people make about the malleability of one’s ability. Previous studies have argued that incremental theorists (who believe that ability is malleable) are more adaptive than entity theorists (who believe that ability is fixed) when facing achievement setbacks. In the present research, we assumed that the adaptive implicit theory would be different when people could choose from a wider range of tasks. It was hypothesized that incremental theorists would sustain their efforts in the first task even when it was difficult, whereas entity theorists would try to find the most appropriate task. In a pair of laboratory experiments, participants had to maximize their outcomes when allowed to choose a task to engage in, from two options. When participants were allowed to practice the two tasks (Study 1), incremental theorists tended to allocate their effort solely to the first task, whereas entity theorists tended to put equal effort into both. When participants were informed that they could switch from the assigned task (Study 2), incremental theorists tended to persist in the first task regardless of its difficulty, whereas entity theorists tended to switch more quickly if the task was difficult. These results supported our hypothesis of two effort allocation strategies and implied that, in certain situations, entity theorists could be more adaptive than incremental theorists. Based on these findings, we conducted a social survey on the difficulty of switching tasks with a real-life setting as an environmental factor that determines the adaptive implicit theory (Study 3). It was revealed that the academic performance of incremental and entity theorists was moderated by the difficulty of switching tasks in their learning environment at school. Cultural differences in implicit theories may be explained by differences in the difficulty of switching tasks in education and career choices in each society.Keita SuzukiNaoki AidaYukiko MuramotoFrontiers Media S.A.articleimplicit theorymindsettask engagementeducational environmentsocio-ecological approachPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	implicit theory mindset task engagement educational environment socio-ecological approach Psychology BF1-990
spellingShingle	implicit theory mindset task engagement educational environment socio-ecological approach Psychology BF1-990 Keita Suzuki Naoki Aida Yukiko Muramoto Effect of Implicit Theory on Effort Allocation Strategies in Multiple Task-Choice Situations: An Investigation From a Socio-Ecological Perspective
description	Implicit theories refer to two assumptions that people make about the malleability of one’s ability. Previous studies have argued that incremental theorists (who believe that ability is malleable) are more adaptive than entity theorists (who believe that ability is fixed) when facing achievement setbacks. In the present research, we assumed that the adaptive implicit theory would be different when people could choose from a wider range of tasks. It was hypothesized that incremental theorists would sustain their efforts in the first task even when it was difficult, whereas entity theorists would try to find the most appropriate task. In a pair of laboratory experiments, participants had to maximize their outcomes when allowed to choose a task to engage in, from two options. When participants were allowed to practice the two tasks (Study 1), incremental theorists tended to allocate their effort solely to the first task, whereas entity theorists tended to put equal effort into both. When participants were informed that they could switch from the assigned task (Study 2), incremental theorists tended to persist in the first task regardless of its difficulty, whereas entity theorists tended to switch more quickly if the task was difficult. These results supported our hypothesis of two effort allocation strategies and implied that, in certain situations, entity theorists could be more adaptive than incremental theorists. Based on these findings, we conducted a social survey on the difficulty of switching tasks with a real-life setting as an environmental factor that determines the adaptive implicit theory (Study 3). It was revealed that the academic performance of incremental and entity theorists was moderated by the difficulty of switching tasks in their learning environment at school. Cultural differences in implicit theories may be explained by differences in the difficulty of switching tasks in education and career choices in each society.
format	article
author	Keita Suzuki Naoki Aida Yukiko Muramoto
author_facet	Keita Suzuki Naoki Aida Yukiko Muramoto
author_sort	Keita Suzuki
title	Effect of Implicit Theory on Effort Allocation Strategies in Multiple Task-Choice Situations: An Investigation From a Socio-Ecological Perspective
title_short	Effect of Implicit Theory on Effort Allocation Strategies in Multiple Task-Choice Situations: An Investigation From a Socio-Ecological Perspective
title_full	Effect of Implicit Theory on Effort Allocation Strategies in Multiple Task-Choice Situations: An Investigation From a Socio-Ecological Perspective
title_fullStr	Effect of Implicit Theory on Effort Allocation Strategies in Multiple Task-Choice Situations: An Investigation From a Socio-Ecological Perspective
title_full_unstemmed	Effect of Implicit Theory on Effort Allocation Strategies in Multiple Task-Choice Situations: An Investigation From a Socio-Ecological Perspective
title_sort	effect of implicit theory on effort allocation strategies in multiple task-choice situations: an investigation from a socio-ecological perspective
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/6a477c657ca9490284f0a3318953a230
work_keys_str_mv	AT keitasuzuki effectofimplicittheoryoneffortallocationstrategiesinmultipletaskchoicesituationsaninvestigationfromasocioecologicalperspective AT naokiaida effectofimplicittheoryoneffortallocationstrategiesinmultipletaskchoicesituationsaninvestigationfromasocioecologicalperspective AT yukikomuramoto effectofimplicittheoryoneffortallocationstrategiesinmultipletaskchoicesituationsaninvestigationfromasocioecologicalperspective
_version_	1718373816397201408

Effect of Implicit Theory on Effort Allocation Strategies in Multiple Task-Choice Situations: An Investigation From a Socio-Ecological Perspective

Ejemplares similares