Self-Theories 1 Running Head: SELF-THEORIES OF INTELLIGENCE Self-Theories of Intelligence: Implications for School Psychology

School psychology has long benefited from the insights of social psychologists. Lab research and field studies have developed concepts such as the elaboration-likelihood model of persuasion, the fundamental attribution error, and stereotype threat, all of which have influenced school psychological theory and practice. One contemporary social psychological area of inquiry that remains underutilized by professionals working in school settings is that on self-theories, even though self-esteem and self-concept research has been central to school-based practitioners’ efforts to translate research into practice. Rather than focusing on individuals’ assessments of their current abilities or personalities, self-theories research investigates individuals’ theories about the malleability of those very constructs. For example, students might see mathematical ability as either a fixed entity or as something that can be increased through persistent effort. Self-theories of this sort have important consequences within and beyond the classroom. A failing test grade, depending on one’s self-theory, may be interpreted either as a confirmation of one’s inferior aptitude or, more helpfully, as a challenge to be overcome through steadfast dedication to one’s studies. Drawing on this research, the challenge for school psychology is to cultivate in students adaptive self-theories that emphasize growth and potential rather than constraint and stagnation.