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Implicit Theories Relate to Youth Psychopathology, But How? A Longitudinal Test of Two Predictive Models

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Abstract

Research shows relations between entity theories—i.e., beliefs that traits and abilities are unchangeable—and youth psychopathology. A common interpretation has been that entity theories lead to psychopathology, but another possibility is that psychopathology predicts entity theories. The two models carry different implications for developmental psychopathology and intervention design. We tested each model’s plausibility, examining longitudinal associations between entity theories of thoughts, feelings, and behavior and psychopathology in early adolescents across one school year (N = 59, 52 % female, ages 11–14, 0 % attrition). Baseline entity theories did not predict increases in psychopathology; instead, baseline psychopathology predicted increased entity theories over time. When symptom clusters were assessed individually, greater youth internalizing (but not externalizing) problems predicted subsequent increases in entity theories. Findings suggest that the commonly proposed predictive model may not be the only one warranting attention. They suggest that youth psychopathology may contribute to the development of certain kinds of entity theories.

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Notes

  1. In addition to the ITEB-Q and the SDQ, a new measure was included in this study, which assessed youths’ expectations regarding how they would respond to various setbacks (e.g., social rejection, academic failure). This measure was included for the purposes of examining its psychometric properties and will require further development before inclusion in research reports on implicit theories and youth mental health.

  2. We were not able to collect information about household income in this study. Demographic information was reported by participating youths, who may be unlikely to know their family’s annual income. Thus, maternal education level, school type, and ethnicity serve as our metrics of socioeconomic status in this study.

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Author information

Authors and Affiliations

  1. Psychology Department, Harvard University, 33 Kirkland Street, Cambridge, MA, 02138, USA

    Jessica L. Schleider & John R. Weisz

Authors
  1. Jessica L. Schleider
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  2. John R. Weisz
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Correspondence to Jessica L. Schleider.

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Appendix

Appendix

Implicit Thoughts, Emotions and Behavior Questionnaire items (respondents select Very False, False, Somewhat False, Somewhat True, True, or Very True, depending on the extent to which they agree with each statement):

  1. 1.

    When you try, you can change the feelings you have.

  2. 2.

    When you feel bad, you can make yourself feel better.

  3. 3.

    You control the feelings you have.

  4. 4.

    Even if you usually feel a certain way, you can change the feelings you have.

  5. 5.

    You can change what you think, if you try.

  6. 6.

    When you don’t like the thoughts you have, you can change them.

  7. 7.

    Even if you usually think in a certain way, you can change the thoughts you have.

  8. 8.

    You can change your thoughts if you don’t like them.

  9. 9.

    You can change how you behave if you really try.

  10. 10.

    You can always choose how you behave.

  11. 11.

    If you put your mind to it, you can control how you behave.

  12. 12.

    Even if you usually behave in a certain way, you can change your behavior.

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Schleider, J.L., Weisz, J.R. Implicit Theories Relate to Youth Psychopathology, But How? A Longitudinal Test of Two Predictive Models. Child Psychiatry Hum Dev 47, 603–617 (2016). https://doi.org/10.1007/s10578-015-0595-2

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