Implicit Person Theories and Change in Teacher Evaluation: A Longitudinal Field Study
Article first published online: 16 FEB 2010
© 2010 Copyright the Authors. Journal compilation © 2010 Wiley Periodicals, Inc.
Journal of Applied Social Psychology
Volume 40, Issue 2, pages 273–286, February 2010
How to Cite
Tam, K.-P., Pak, S. T., Hui, C. H., Kwan, S.-O. and Goh, M. K. H. (2010), Implicit Person Theories and Change in Teacher Evaluation: A Longitudinal Field Study. Journal of Applied Social Psychology, 40: 273–286. doi: 10.1111/j.1559-1816.2009.00573.x
- Issue published online: 16 FEB 2010
- Article first published online: 16 FEB 2010
Adopting a longitudinal field study, this paper investigates whether entity theorists (students who believe human attributes are fixed) are less likely than incremental theorists (students who believe human attributes are malleable) to change their evaluations of a teacher in accordance with his behavioral changes. An instructor exhibited some forgetful behaviors in the first half of a course, and ceased doing so in the second half. Consistent with our hypothesis, incremental theorists adjusted their perceptions of the instructor. They rated him as less forgetful accordingly at the end of the course than at the middle. Entity theorists, however, did not show this change. With improved ecological validity, this study extends previous laboratory studies to teacher evaluation.