Theories of intelligence and students' daily self-handicapping behaviors

The current study sought to examine the relationship between students' theory of intelligence and daily self-handicapping behaviors. Ninth grade students completed a background survey with an eight-item measure assessing one's theory of intelligence (Dweck, 1999) and global measures of procrastination and self-handicapping. Participants then completed daily surveys for 2 weeks in which they reported how much homework they had, perceived school difficulty, time spent studying and in other domains, and how much effort they spent on their homework/studying. Results revealed that the strength of one's entity theory of intelligence was positively associated with self-handicapping and procrastination, replicating past findings. It was also found that entity theories of intelligence were associated with reduced responsiveness to daily school demands when compared to incremental theories. Not only do these results demonstrate an association between theory of intelligence and maladaptive school behaviors, but they show how these behaviors manifest on a daily basis.