摘要：Based on Dweck´s motivational-process-model an investigation was made of the qualities inherent in theories held of one’s own intelligence in middle childhood and whether they can influence maladaptive behavior. In two studies with N=122 and N=226 primary school students, implicit theories as well as goal orientation, confidence in one’s own intelligence and various indicators of maladaptive behavior after failure were measured in the domains of mathematics and music. First it was shown that, for at least 20% of primary school students, vulnerability after failure is a reality. By means of Configural Frequency Analyses, it was shown that the risk of maladaptive behavior was highly probable under the conditions specified by the model. Entity theorists of intelligence with a performance goal orientation and low confidence in their own intelligence were vulnerable to different kinds of maladaptive behavior. More over, the studies provide evidence for the domain-specificity of implicit theories (mathematics vs. music) and their prediction of maladaptive behavior.
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