We reviewed fundamental conceptual issues and the state of research on the definition and assessment of implicit theories. We grappled with the following controversies related to the construct: (a) Are entity theory and incremental theory opposite ends of the same continuum? (b) How can scholars use more sophisticated methodologies to classify individuals into either the entity or incremental theory? (c) Given shifting conceptions of what intelligence is, how can scholars refine the implicit theory of intelligence construct? Given these conceptual issues, we then addressed practical issues related to the assessment of implicit theories. We point to the need for more sophisticated methods such as implicit association tests and the use of virtual environments as more “stealthy” ways to assess the construct.
Zeitschrift für Psychologie
Lüftenegger, M., Chen, J. A. (2017). Conceptual issues and assessment of implicit theories. Zeitschrift für Psychologie, 225, 99-106. doi: 10.1027/2151-2604/a000286
Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons