Chinese students’ implicit theories of intelligence and school performance: Implications for their approach to schoolwork

This research examined among Chinese students (1) the distinction between implicit theories (i.e., beliefs about the changeability) of intelligence and school performance, and (2) the unique role of each theory in predicting approach to schoolwork in terms of helplessness. Two studies each spanning six months were conducted. In Study 1, tenth graders (Ns = 581 at Time 1, 361 at Time 2) reported on their implicit theories at Time 1, and helplessness at both times. In Study 2, seventh graders (Ns = 479 at Time 1, 457 at Time 2) reported on their implicit theories, with helplessness rated by homeroom teachers, at both times. The studies showed that implicit theories of intelligence and school performance were reliably distinguishable among Chinese students, who viewed intelligence as more unchangeable than school performance. The two implicit theories each uniquely predicted helplessness, such that the stronger one’s belief that intelligence or school performance cannot be changed, the more helpless one’s approach to schoolwork six months later, adjusting for initial helplessness.

► Chinese students hold distinct beliefs about the changeability of intelligence vs. performance.
► Chinese students view intelligence (vs. performance) as more unchangeable (i.e., fixed).
► Viewing intelligence as fixed predicts Chinese students’ helpless approach to schoolwork.
► Viewing performance as fixed additively and uniquely predicts Chinese students’ helplessness.
► Chinese students’ focus on performance (vs. intelligence) may explain their academic excellence.