Educational Communication and Technology

Department of Administration, Leadership and Technology

ECT Brown Bag Series: Paul O'Keefe

The ECT Program's Brown Bag Series hosted Paul O'Keefe on November 18, 2009.
The event was co-sponsored by the IES IPoRT Post Doctoral Training Grant

Previous research has largely highlighted the maladaptive consequences of holding an entity theory of intelligence and the adaptive consequences of holding an incremental theory (for reviews, see Dweck, 1999; Dweck & Leggett, 1988). This research, however, has largely ignored the role of the achievement context and how it may conict with the goals that naturally arise from implicit theories of intelligence. The present research demonstrates that the adaptiveness of theories of intelligence may depend on the demands of the situation. Across two studies, the most adaptive motivation, aect, and use of self-regulatory resources was observed when entity theorists pursued performance goals and when incremental theorists pursued learning goals (t). Conversely, maladaptive outcomes were observed when entity theorists pursued learning goals and when incremental theorists pursued performance goals (nont). For several achievement-related outcomes, however, this pattern of results was moderated by perceived competence, suggesting that t may be most adaptive when condence in abilities is high, and nont may be most adaptive when it is low. Implications for achievement motivation and goal pursuit are discussed.
Coauthors: Carol S. Dweck, James Y. Shah, and Lisa Linnenbrink-Garcia

Author Biography:
Paul graduated from the University of California, Berkeley in 2000 with a bachelors degree in Psychology. Subsequently, he joined the Center for the Psychology of Abilities, Competencies, and Expertise (PACE) in the Psychology Department at Yale University as a research assistant under the supervision of Robert J. Sternberg and Elena L. Grigorenko. In 2009, he competed his doctoral training in social psychology at Duke University where he studied under James Y. Shah and Lisa Linnenbrink-Garcia. He is currently a postdoctoral fellow in the Steinhardt School of Culture, Education, and Human Development at New York University and the CUNY Graduate Center. His research program investigates issues pertaining to experience and pursuit of goals.