Dweckovej model implicitnej teórie inteligencie a sebaúcta u mladších a starších adolescentov.

In this paper, the authors undertook to determine whether differences in self-esteem and self-efficacy in adolescents relate to the nature of their implicit theories of intelligence and power motivation according to the model of Carol Dweck. Young people differ in terms of tending to two theories of intelligence: the entity theory - the belief that intelligence is a fixed entity that can not be changed, or the incremental theory - the belief that intelligence is malleable quality that can be developed by help of their own efforts. This corresponds to the patterns of motivation, which is particularly noticeable among adolescents in transit during the transition from primary to secondary school and is reflected in their affective reactions, cognition and behavior. Adolescents in the power situation in general react to the situation of failure of one of two ways. Some individuals exhibit control-oriented patterns of behavior. Others show a helpless pattern of behavior. The aim of the paper is to map the incidence of both patterns of behavior in younger adolescents who are only admitted to adapt to high school and older adolescents who have already adapted to a secondary mode. [ABSTRACT FROM AUTHOR]