How Do Implicit Theories about Emotions Affect Students Well-being?
Whether students believe that intelligence is fixed or changeable has powerful effects on their academic motivation. Similarly, students’ ability to regulate their emotions effectively may play a large role in their academic, social, and emotional outcomes. This line of research (with Carissa Romero, James Gross, and Carol Dweck) examines the relationships between implicit theories about emotions and intelligence, and their effects on these outcomes. Preliminary results indicate that implicit theories of emotion regulation are tied to grades, self-esteem, and depression in adolescents.
