An Implicit Theories of Personality Intervention Reduces Adolescent Aggression in Response to Victimization and Exclusion

Autor/inn/en	Yeager, David Scott; Trzesniewski, Kali H.; Dweck, Carol S.
Titel	An Implicit Theories of Personality Intervention Reduces Adolescent Aggression in Response to Victimization and Exclusion
Quelle	In: Child Development, 84 (2013) 3, S.970-988 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12003
Schlagwörter	Adolescents; Aggression; Intervention; Personality Theories; Beliefs; Grade 9; Grade 10; High School Students; Coping; Victims; Depression (Psychology); Developmentally Appropriate Practices; Program Effectiveness; Prosocial Behavior; Peer Relationship; Behavior Modification; Symptoms (Individual Disorders); Bullying; California + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Personality theory; Persönlichkeitstheorie; Belief; Glaube; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bewältigung; Victim; Opfer; Entwicklungsbezogene Bildung; Peer-Beziehungen; Behaviour modification; Verhaltensänderung; Psychiatrische Symptomatik; Mobbing; Kalifornien
Abstract	Adolescents are often resistant to interventions that reduce aggression in children. At the same time, they are developing stronger beliefs in the fixed nature of personal characteristics, particularly aggression. The present intervention addressed these beliefs. A randomized field experiment with a diverse sample of Grades 9 and 10 students (ages 14-16, "n" = 230) tested the impact of a 6-session intervention that taught an incremental theory (a belief in the potential for personal change). Compared to no-treatment and coping skills control groups, the incremental theory group behaved significantly less aggressively and more prosocially 1 month postintervention and exhibited fewer conduct problems 3 months postintervention. The incremental theory and the coping skills interventions also eliminated the association between peer victimization and depressive symptoms. (Contains 1 table and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10