Strengths interventions in higher education: The effect of identification versus development approaches on implicit self-theory

Abstract

To better understand how to promote optimal human functioning in ways that are grounded in research and theory, this study empirically explores a hypothesized link between prevalent strengths intervention practices in postsecondary educational settings and existing literature on implicit self-theories of ability. The article provides a differential description of two types of strengths interventions, referred to throughout as talent identification and strengths development. A pretest–posttest waiting list control group design with random assignment assessed whether these intervention types differed in their effect on implicit self-theory in a sample of 388 undergraduates. Results indicate a shift toward entity self-theory for the talent identification group, with no significant changes in self-theory for the other conditions. Implications for future research and strengths intervention practice are discussed.