Support for this research was provided in part by the Thrive Foundation for Youth, a Spencer Foundation Dissertation Fellowship for Research Related to Education, a Dissertation Research Award from the American Psychological Association, and a Dissertation Funding Award from the Society for Research on Child Development. A paper based on this research was presented at the World Conference of the International Society for Research on Aggression. The authors are grateful for help conducting the study from Kevin Blunt, Cary Catching, Yii Wen Chua, Yana Galperin, Laura Klivans, Joseph Lester, Adriana Miu, Kerry Morrissey, Shannon Morrissey, Alexandria Ordway, Katherine Rodela, Ahmad Saleh, Craig Schuldt, Hector Villalpando, Whitney Worthen, Mandy Zibart, and for comments and feedback from Geoffrey Cohen, Gregory Walton, members of the Dweck-Walton laboratory, and members of the Political Psychology Research Group at Stanford University.
An Implicit Theories of Personality Intervention Reduces Adolescent Aggression in Response to Victimization and Exclusion
Article first published online: 25 OCT 2012
© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.
Volume 84, Issue 3, pages 970–988, May/June 2013
How to Cite
Yeager, D. S., Trzesniewski, K. H. and Dweck, C. S. (2013), An Implicit Theories of Personality Intervention Reduces Adolescent Aggression in Response to Victimization and Exclusion. Child Development, 84: 970–988. doi: 10.1111/cdev.12003
- Issue published online: 8 MAY 2013
- Article first published online: 25 OCT 2012
Data S1. Overview.
Table S1. Aggressive and Prosocial Behavior: Coefficients From Regressions Testing the Effects of the Incremental Theory Intervention on Behavioral Responses to a Peer Provocation 1 Month Postintervention.
Table S2. Mean Levels of Behavioral Responses to a Peer Provocation.
Table S3. Reduction in Conduct Problems: Coefficients From OLS Regressions Testing Effects of the Intervention and Victim Status on Number of Teacher Nominations for Reduced Conduct Problems per Student 3 Months Postintervention.
Table S4. Mean Number of Teacher Nominations (from 0 to 2) per Student for Reduced Conduct Problems by Victim Status and Experimental Condition.
Table S5. Depressive Symptoms: Coefficients From OLS Regressions Testing Effects of Incremental and Coping Skills Interventions, and Victim Status, on Depressive Symptoms 2 Weeks Postintervention.
Table S6. Mean Number of Depressive Symptoms Reported (by Victimization Status and Experimental Condition).
Figure S1. Examples of Notes Written to Accompany Hot Sauce Allocation.
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