Associations between implicit theories of personality, perceived social competence, and attributions to explain positive and negative outcomes in social tasks were examined in a study of 103 fifth- and sixth-grade girls and boys. Consistent with the basic model formulated by Dweck and Leggett (1988), it was hypothesized that having an entity, rather than an incremental, perspective would vary as a function of the degree to which children had a positive view of their social competence. The results showed that an entity theory of personality was associated with emphasis on the importance of personal characteristics and task difficulty following social failure, whereas an incremental theory was associated with emphasis on the importance of task ease following social success. High scores on the positive perceived social competence measure were associated with emphasis on the importance of personal characteristics, effort and task ease following social success and the importance of personal characteristics, luck and task difficulty following social failure. Preadolescents with an entity theory of personality were less likely to make attributions of personal characteristics and task difficulty to social failure if they had a positive view of their social competence. Preadolescents with an incremental theory of personality were not likely to make these attributions about social failure regardless of whether they viewed their social competencies as positive. These findings indicate that the association between entity and incremental views and social attributions needs to be considered in conjunction with perceptions of the self. They provided support for Deck and Leggett's (1988) model.

中文翻译：

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自我认知调节内隐理论对青春期前对其积极和消极社会经历的归因的影响

在一项针对 103 名五年级和六年级女孩和男孩的研究中，研究了内隐人格理论、感知社会能力和解释社会任务中积极和消极结果的归因之间的关联。与 Dweck 和 Leggett (1988) 制定的基本模型一致，假设拥有一个实体而非渐进的视角会随着儿童对其社会能力的积极看法的程度而变化。结果表明，人格实体理论与强调社会失败后个人特征和任务难度的重要性相关，而增量理论与强调社会成功后任务轻松度的重要性相关。积极感知社会能力测量的高分与强调社会成功后个人特征、努力和任务轻松度的重要性以及社会失败后个人特征、运气和任务难度的重要性有关。拥有人格实体理论的青春期前儿童如果对自己的社会能力有积极的看法，则不太可能将个人特征和任务困难归因于社会失败。具有渐进人格理论的青春期前儿童不太可能将这些归因于社会失败，无论他们是否认为他们的社会能力是积极的。这些发现表明，实体和增量观点和社会归因之间的关联需要结合对自我的感知来考虑。他们为 Deck 和 Leggett (1988) 的模型提供了支持。