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Please use this identifier to cite or link to this item:
http://hdl.handle.net/10066/1312
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| Title: | Effects of Implicit Theories of Intelligence and Gender on Self-Defining Academic Memories |
| Author(s): | Karzon, Lindsay S. |
| Advisor(s): | Lilgendahl, Jennifer Pals |
| Department: | Haverford College. Dept. of Psychology |
| Keywords: | Academic achievement -- Psychological aspects
Academic achievement -- Sex differences
College students -- Psychology |
| Issue Date: | 2007 |
| Abstract: | This study examines students’ perceptions of academic successes and failures. Our study focuses on narrative identity exhibited through autobiographical reasoning in self-defining memories as well as implicit self theories or beliefs about the extent to which one believes intelligence is a fixed or malleable entity. In addition, two differing perspectives of gender differences are explored. |
| URL: | http://hdl.handle.net/10066/1312 |
| Appears in Collections: | Psychology
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