能力の可変性に関する暗黙理論の影響を規定する境界条件の検討：課題選択とその自由度に着目して

抄録

Recent studies provide inconsistent findings on the relationship between implicit theories and performance. Such inconsistencies may have emerged due to the focus of previous studies on situations in which learners are assigned to specific tasks instead of addressing situations in which they choose tasks, despite the importance and ubiquity of both types of situations. Several recent empirical studies have proposed that holding entity theory, which views abilities as fixed, can exert positive effects on learners when they are allowed to choose tasks that align with their personal aptitudes. Therefore, the current study considers the availability of task options and the extent to which learners are free to choose tasks as environmental factors. Furthermore, we examine the possibility that these factors may moderate the impact of implicit theories on performance.