The effects of implicit theories of leadership ability on goal orientation, attributional processes, and learning outcomes.
Item
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Title
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The effects of implicit theories of leadership ability on goal orientation, attributional processes, and learning outcomes.
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Identifier
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AAI9924812
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identifier
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9924812
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Creator
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Gorenflo-Gilbert, Melanie Anne.
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Contributor
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Adviser: Edwin P. Hollander
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Date
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1999
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Industrial | Education, Educational Psychology
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Abstract
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This study examined the generalizability of the Implicit Theory model of achievement motivation (Dweck, 1990) to young adults in a military academy. The model is intended to explicate the manner in which individuals' underlying inferences regarding the malleability of the attributes necessary for success impact the type of goal chosen, as well as the information processing, attributional processes, affect, and learning outcomes in achievement situations.;Participants in this study consisted of 292 junior level cadets who were enrolled in a leadership training course. During the first week of the course, the cadets completed questionnaires which measured their implicit theory of leadership, academic goal orientation, and perceived leadership ability. Upon completion of the course, cadets completed another questionnaire, which measured their attributions regarding their performance in the course, as well as their prognosis for future success at the Academy and in future leadership roles. Additionally, cadet grades for the leadership course, as well as their superior assigned leadership grades for the semester were collected as performance criteria.;As described in the Implicit Theory model (Dweck & Leggett, 1988; Elliot & Dweck, 1988), it was expected that implicit theory would be a significant predictor of goal orientation. However, this prediction was not supported.;Furthermore, it was expected that goal orientation would interact with perceived ability, leading to the attributional and performance patterns described by the model. Differences in the perceived controllability and stability of leadership ability were also expected between learning and performance oriented cadets. However, the attributional patterns described by the model were not found in this study.;Finally, cadets with a learning goal were expected to outperform performance goal oriented cadets, particularly those who perceived themselves as low in leadership ability. Though this prediction was partially supported, it was also found that cadets with a strong performance goal orientation did well.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
