Please use this identifier to cite or link to this item: http://hdl.handle.net/1783.1/6795

Implicit Person Theories and Change in Teacher Evaluation: A Longitudinal Field Study

Authors Tam, Kim-Pong
Pak, S. Tess
Hui, C. Harry
Kwan, Siu-On
Goh, Mario Kheng Hsiang
Issue Date 2010
Source Journal of Applied Social Psychology , v. 40, (2), 2010, FEB, p. 273-286
Summary Adopting a longitudinal field study, this paper investigates whether entity theorists (students who believe human attributes are fixed) are less likely than incremental theorists (students who believe human attributes are malleable) to change their evaluations of a teacher in accordance with his behavioral changes. An instructor exhibited some forgetful behaviors in the first half of a course, and ceased doing so in the second half. Consistent with our hypothesis, incremental theorists adjusted their perceptions of the instructor. They rated him as less forgetful accordingly at the end of the course than at the middle. Entity theorists, however, did not show this change. With improved ecological validity, this study extends previous laboratory studies to teacher evaluation.
Subjects
ISSN 0021-9029
Rights This is a preprint article published in (complete citation) © copyright 2010 (copyright owner as specified in the Journal, e.g. John Wiley & Sons). The original journal article is posted on the journal's web site at http://www.interscience.Wiley.com
Language English
Format Article
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