Academic and emotional functioning in middle school: The role of implicit theories.

TLDR

Middle‑school adolescents face academic and emotional challenges, and differences in adaptation may be linked to their implicit beliefs about the malleability of intelligence and emotions. This study investigates how adolescents’ implicit theories about intelligence and emotions predict their academic and emotional outcomes during middle school. The study surveyed 115 students across middle school and linked survey responses to grades and course selections from school records. Students who view intelligence as malleable achieved higher grades and advanced math enrollment, while those who see emotions as controllable reported fewer depressive symptoms and greater improvement over time, underscoring the influence of implicit theories and pointing to intervention opportunities.

Abstract

Adolescents face many academic and emotional challenges in middle school, but notable differences are evident in how well they adapt. What predicts adolescents' academic and emotional outcomes during this period? One important factor might be adolescents' implicit theories about whether intelligence and emotions can change. The current study examines how these theories affect academic and emotional outcomes. One hundred fifteen students completed surveys throughout middle school, and their grades and course selections were obtained from school records. Students who believed that intelligence could be developed earned higher grades and were more likely to move to advanced math courses over time. Students who believed that emotions could be controlled reported fewer depressive symptoms and, if they began middle school with lower well-being, were more likely to feel better over time. These findings illustrate the power of adolescents' implicit theories, suggesting exciting new pathways for intervention.