An Implicit Theories of Personality Intervention Reduces Adolescent Aggression in Response to Victimization and Exclusion. Issue 3 (25th October 2012)

• Record Type: Journal Article
• Authors: Yeager, David Scott; Trzesniewski, Kali H.; Dweck, Carol S.
• Is Part Of: Child development. Volume 84:Issue 3(2013:May/Jun.)
• Page Start: 970
• Page End: 988
• Publication Date: 2012-10-25
• Subjects: Child development -- Periodicals; Child psychology -- Periodicals; Child Development -- Periodicals; Child Development; Pediatrics -- Periodicals; Pedicatrics; 305.231
• DOI: 10.1111/cdev.12003
• Languages: English
• ISSNs: 0009-3920

Abstract

<abstract abstract-type="main" id="cdev12003-abs-0001"> <title> <x xml:space="preserve">Abstract</x> </title> <p>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, <italic>n</italic> = 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.</p> </abstract>