Helpful but insufficient: Incremental theory on challenge-confronting tendencies for students who fear being laughed at

Cheng Hong Liu, Fa Chung Chiu, Hsueh-Chih Chen, Ching Yi Lin

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Previous studies have demonstrated that endorsing an incremental theory of intelligence is helpful in motivating students to confront challenges. We used a survey to examine whether this theory could predict greater challenge-confronting tendencies for students with relatively high gelotophobia (i.e., the fear of being laughed at) and explore the possible underlying processes. A total of 264 senior high school students completed the measures of gelotophobia, implicit theories of intelligence, challenge-confronting tendencies, perceived value and feelings of being threatened in confronting challenges, and their self-perceived general ability. The results showed that endorsing an incremental theory predicted greater perceived value in confronting challenges and stronger challenge-confronting tendencies for students with relatively low gelotophobia. However, for those with relatively high gelotophobia, although this theory also predicted greater perceived value in confronting challenges, it was unrelated to challenge-confronting tendencies. Thus, endorsing an incremental theory is helpful but insufficient in motivating high gelotophobia students to exhibit stronger challenge-confronting tendencies.

Original languageEnglish
Pages (from-to)367-377
Number of pages11
JournalMotivation and Emotion
Volume38
Issue number3
DOIs
Publication statusPublished - 2014 Jan 1

Fingerprint

Fear
Students
Intelligence
Aptitude
Emotions

Keywords

  • Challenge-confronting tendencies
  • Entity theory
  • Gelotophobia
  • Implicit theories of intelligence
  • Incremental theory

ASJC Scopus subject areas

  • Social Psychology
  • Experimental and Cognitive Psychology

Cite this

Helpful but insufficient : Incremental theory on challenge-confronting tendencies for students who fear being laughed at. / Liu, Cheng Hong; Chiu, Fa Chung; Chen, Hsueh-Chih; Lin, Ching Yi.

In: Motivation and Emotion, Vol. 38, No. 3, 01.01.2014, p. 367-377.

Research output: Contribution to journalArticle

@article{79e8ae296baa4b81933f12ed9b69e244,
title = "Helpful but insufficient: Incremental theory on challenge-confronting tendencies for students who fear being laughed at",
abstract = "Previous studies have demonstrated that endorsing an incremental theory of intelligence is helpful in motivating students to confront challenges. We used a survey to examine whether this theory could predict greater challenge-confronting tendencies for students with relatively high gelotophobia (i.e., the fear of being laughed at) and explore the possible underlying processes. A total of 264 senior high school students completed the measures of gelotophobia, implicit theories of intelligence, challenge-confronting tendencies, perceived value and feelings of being threatened in confronting challenges, and their self-perceived general ability. The results showed that endorsing an incremental theory predicted greater perceived value in confronting challenges and stronger challenge-confronting tendencies for students with relatively low gelotophobia. However, for those with relatively high gelotophobia, although this theory also predicted greater perceived value in confronting challenges, it was unrelated to challenge-confronting tendencies. Thus, endorsing an incremental theory is helpful but insufficient in motivating high gelotophobia students to exhibit stronger challenge-confronting tendencies.",
keywords = "Challenge-confronting tendencies, Entity theory, Gelotophobia, Implicit theories of intelligence, Incremental theory",
author = "Liu, {Cheng Hong} and Chiu, {Fa Chung} and Hsueh-Chih Chen and Lin, {Ching Yi}",
year = "2014",
month = "1",
day = "1",
doi = "10.1007/s11031-013-9386-x",
language = "English",
volume = "38",
pages = "367--377",
journal = "Motivation and Emotion",
issn = "0146-7239",
publisher = "Springer New York",
number = "3",

}

TY - JOUR

T1 - Helpful but insufficient

T2 - Incremental theory on challenge-confronting tendencies for students who fear being laughed at

AU - Liu, Cheng Hong

AU - Chiu, Fa Chung

AU - Chen, Hsueh-Chih

AU - Lin, Ching Yi

PY - 2014/1/1

Y1 - 2014/1/1

N2 - Previous studies have demonstrated that endorsing an incremental theory of intelligence is helpful in motivating students to confront challenges. We used a survey to examine whether this theory could predict greater challenge-confronting tendencies for students with relatively high gelotophobia (i.e., the fear of being laughed at) and explore the possible underlying processes. A total of 264 senior high school students completed the measures of gelotophobia, implicit theories of intelligence, challenge-confronting tendencies, perceived value and feelings of being threatened in confronting challenges, and their self-perceived general ability. The results showed that endorsing an incremental theory predicted greater perceived value in confronting challenges and stronger challenge-confronting tendencies for students with relatively low gelotophobia. However, for those with relatively high gelotophobia, although this theory also predicted greater perceived value in confronting challenges, it was unrelated to challenge-confronting tendencies. Thus, endorsing an incremental theory is helpful but insufficient in motivating high gelotophobia students to exhibit stronger challenge-confronting tendencies.

AB - Previous studies have demonstrated that endorsing an incremental theory of intelligence is helpful in motivating students to confront challenges. We used a survey to examine whether this theory could predict greater challenge-confronting tendencies for students with relatively high gelotophobia (i.e., the fear of being laughed at) and explore the possible underlying processes. A total of 264 senior high school students completed the measures of gelotophobia, implicit theories of intelligence, challenge-confronting tendencies, perceived value and feelings of being threatened in confronting challenges, and their self-perceived general ability. The results showed that endorsing an incremental theory predicted greater perceived value in confronting challenges and stronger challenge-confronting tendencies for students with relatively low gelotophobia. However, for those with relatively high gelotophobia, although this theory also predicted greater perceived value in confronting challenges, it was unrelated to challenge-confronting tendencies. Thus, endorsing an incremental theory is helpful but insufficient in motivating high gelotophobia students to exhibit stronger challenge-confronting tendencies.

KW - Challenge-confronting tendencies

KW - Entity theory

KW - Gelotophobia

KW - Implicit theories of intelligence

KW - Incremental theory

UR - http://www.scopus.com/inward/record.url?scp=84901999705&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84901999705&partnerID=8YFLogxK

U2 - 10.1007/s11031-013-9386-x

DO - 10.1007/s11031-013-9386-x

M3 - Article

AN - SCOPUS:84901999705

VL - 38

SP - 367

EP - 377

JO - Motivation and Emotion

JF - Motivation and Emotion

SN - 0146-7239

IS - 3

ER -