Hostname: page-component-78c5997874-j824f Total loading time: 0 Render date: 2024-11-10T12:10:11.604Z Has data issue: false hasContentIssue false
  • English
  • Français

Confirmatory Factor Analysis of Implicit Beliefs Measure and the Role of Demographics among Pakistani Sample

Published online by Cambridge University Press:  03 December 2020

Maryam Khan Open the ORCID record for Maryam Khan [Opens in a new window]  and
Anila Kamal
Maryam Khan*
Affiliation:
Capital University of Science & Technology (Pakistan) Quaid-i-Azam University (Pakistan)
Anila Kamal
Affiliation:
Quaid-i-Azam University (Pakistan)
*
Correspondence concerning this article should be addressed to Maryam Khan. Department of Management and Social Sciences, Capital University of Science & Technology, Islamabad (Pakistan). E-mail: maryamaurangzeb@gmail.com
Get access Rights & Permissions [Opens in a new window]

Abstract

Implicit theories (also referred to self-theories) represent a cognitive conceptualization about a matter, generally raised as a belief. It is marked as the primary aspect of cognitive processing among living beings affecting their overall behavior towards others’. In the present study, it is attempted to consider a Pakistani perspective on this phenomenon of self-theories and also to validate the implicit theories Scale. It is a measure of people’s beliefs about things to be fixed or changeable. A quantitative approach of correlational methodology was employed. Participants of the study were 355 Pakistani young adults with an age range of 20–30 years (M = 23.08, SD = 1.99). There were 175 males and 180 females (as they reported their gender) from Islamabad. Confirmatory factor analysis was computed to assess the dimensionality of the scale. An adequate model fit indices were found as Root Mean Square Error of Approximation = .04, Comparative Fit Index = .99, Tucker-Lewis Index = .98, Goodness of Fit Index = .97, and Incremental Fit Index = .99, confirming a bidimensional implicit theories measure. The reliability coefficients of Entity Theory and Incremental Theory subscales were assessed through internal consistency and test-retest methods which are found to be in an acceptable range. Demographic specifications are also addressed to reflect upon the indigenous importance of this concept. This will be an additive feature in the literature to consider the cultural specification enabling individuals to align their mindsets in the desired direction of growth and achievement.

Keywords

achievementcognitive processesgrowthimplicit theoriesPakistani sample
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 23 , 2020 , e54
Copyright
© Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

Conflict of interest: None.

Funding: This research received no specific grant from any funding agency, commercial or not-for-profit sectors.

References

Baghdarnia, M., Soreh, R. F., & Gorji, R. (2014). The comparison of two methods of maximum likelihood (ML) and diagonally weighted least squares (DWLS) in testing construct validity of achievement goals. Journal of Educational and Management Studies, 4(1), 22–38.Google Scholar
Bajwa, M. J., & Khalid, R. (2015). Impact of personality on vengeance and forgiveness in young adults. Journal of Psychology and Clinical Psychiatry, 2(5). http://doi.org/10.15406/jpcpy.2015.02.00088CrossRefGoogle Scholar
Bandalos, D. L., & Finney, S. J. (2010). Exploratory and confirmatory factor analysis. In Hancock, G. R. & Mueller, R. O., (Eds.), Quantitative methods in the social and behavioral sciences: A guide for researchers and reviewers. Routledge.Google Scholar
Baron‐Cohen, S., Wheelwright, S., Hill, J., Raste, Y., & Plumb, I. (2001). The “Reading the Mind in the Eyes” test revised version: A study with normal adults, and adults with Asperger syndrome or high‐functioning autism. Journal of Child Psychology and Psychiatry, 42(2), 241–251. http://doi.org/10.1111/1469-7610.00715CrossRefGoogle Scholar
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263. http://doi.org/10.1111/j.1467-8624.2007.00995.xCrossRefGoogle Scholar
Boelen, P. A., van den Hout, M. A., van den Bout, J. (2008). The factor structure of posttraumatic stress disorder symptoms among bereaved individuals: A confirmatory factor analysis study. Journal of Anxiety Disorders, 22, 1377–1383. http://doi.org/10.1016/j.janxdis.2008.01.018CrossRefGoogle Scholar
Cadwallader, S.M. (2009). The implicit theories of intelligence of English adolescents identified as gifted and talented [Unpublished doctoral dissertation]. University of Warwick.Google Scholar
Chaudhry, F. (2018, May 23). PTI’s Naeemul Haque loses his cool during TV show, ‘slaps’ Daniyal Aziz. Dawn News. https://www.dawn.com/news/1409308Google Scholar
Deryakulu, D. (2006). Epistemological beliefs. In Kuzgun, Y. & Deryakulu, D. (Eds.), Individual differences in education, (pp. 261–289). Nobel Publishing.Google Scholar
Dweck, C. S. (2012). Mindsets and human nature: Promoting change in the Middle East, the schoolyard, the racial divide, and willpower. American Psychologist, 67(8), 614–622. http://doi.org/10.1037/a0029783CrossRefGoogle Scholar
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040–1048. http://doi.org/10.1037/0003-066X.41.10.1040CrossRefGoogle Scholar
Dweck, C. S., Chiu, C.-y., & Hong, Y.-y. (1995). Implicit theories and their role in judgments and reactions: A world from two perspectives. Psychological Inquiry, 6(4), 267–285. http://doi.org/10.1207/s15327965pli0604_1CrossRefGoogle Scholar
Fraenkel, J. R., Wallend, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw Hill.Google Scholar
Hepler, J., & Albarracín, D. (2013). Attitudes without objects: Evidence for a dispositional attitude, its measurement, and its consequences. Journal of Personality and Social Psychology, 104(6), 1060–1076. http://doi.org/10.1037/a0032282CrossRefGoogle Scholar
Hoodbhoy, P. (2016, August 20). Pakistan’s paranoid politics. Dawn News. https://www.dawn.com/news/1278618Google Scholar
Ilhan, M., & Cetin, B. (2013). Mathematics oriented implicit theory of Intelligence Scale: Validity and reliability study. GESJ: Education Science and Psychology, 3(25), 1512–1801.Google Scholar
Klein, K. J. K., & Hodges, S. D. (2001). Gender differences, motivation, and empathic accuracy: When it pays to understand. Personality and Social Psychology Bulletin, 27(6), 720–730. http://doi.org/10.1177/0146167201276007CrossRefGoogle Scholar
Macaskill, A., Maltby, J., & Day, L. (2002). Forgiveness of self and others and emotional empathy. The Journal of Social Psychology, 142(5), 663–665. http://doi.org/10.1080/00224540209603925CrossRefGoogle ScholarPubMed
Mansour, N. (2009). Science teachers’ beliefs and practices: Issues, implications and research agenda. International Journal of Environmental & Science Education, 4(1), 25–48.Google Scholar
Maruna, S., & King, A. (2009). Once a criminal, always a criminal? ‘Redeemability and the psychology of punitive public attitudes. European Journal on Criminal Policy and Research, 15(1–2), 7–24. http://doi.org/10.1007/s10610-008-9088-1CrossRefGoogle Scholar
Mattis, J. S., Fontenot, D. L., Hatcher-Kay, C. A., Grayman, N. A., Beale, R. L. (2004). Religiosity, optimism, and pessimism among African Americans. Journal of Black Psychology, 30, 187–207. http://doi.org/10.1177/0095798403260730CrossRefGoogle Scholar
Miller, J. G. (1986). Early cross-cultural commonalities in social explanation. Developmental Psychology, 22(4), 514–520. http://doi.org/10.1037/0012-1649.22.4.514CrossRefGoogle Scholar
Molden, D. C., & Dweck, C. S. (2006). Finding" meaning" in psychology: A lay theories approach to self-regulation, social perception, and social development. American Psychologist, 61(3), 192–203. http://doi.org/10.1037/0003-066X.61.3.192CrossRefGoogle Scholar
Noureen, I. (2016). Relationship of implicit beliefs students’ engagement and academic achievement among university students [Unpublished Master’s research report]. National Institute of Psychology, Quaid-i-Azam University.Google Scholar
Richardson, V. (2003). Pre-service teachers’ beliefs. In Raths, J. & McAninch, A. C. (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (p. 122). Information Age Publishing.Google Scholar
Robinson, P. H., Jackowitz, S., & Bartels, D. M. (2012). Extralegal punishment factors: A study of forgiveness, hardship, good-deeds, apology, remorse, and other such discretionary factors in assessing criminal punishment. Vanderbilt Law Review, 65, 737. http://doi.org/10.2139/ssrn.1798725Google Scholar
Rosati, A. D., Knowles, E. D., Kalish, C. W., Gopnik, A. , Ames, D. R., & Morris, M. W. (2001). What theory of mind can teach social psychology: Traits as intentional terms? In Malle, B., Moses, L. & Baldwin, D. (Eds.), Intentions and intentionality: foundations of social cognition (pp. 287–303). MIT Press.Google Scholar
Schieman, S., & van Gundy, K. (2000). The personal and social links between age and selfreported empathy. Social Psychology Quarterly, 63(2), 152–174. http://doi.org/10.2307/2695889CrossRefGoogle Scholar
Schumann, K., Zaki, J., & Dweck, C. S. (2014). Addressing the empathy deficit: Beliefs about the malleability of empathy predict effortful responses when empathy is challenging. Journal of Personality and Social Psychology, 107(3), 475–493. http://doi.org/10.1037/a0036738CrossRefGoogle ScholarPubMed
Selfhout, M., Burk, W., Branje, S., Denissen, J., van Aken, M., & Meeus, W. (2010). Emerging late adolescent friendship networks and Big Five Personality traits: A social network approach. Journal of Personality, 78(2), 509–538. http://doi.org/10.1111/j.1467-6494.2010.00625.xCrossRefGoogle Scholar
Shoaib, M., & Rafique, U. (2015). Rational thinking and forgiveness in Pakistan: The role of democratic values and mass media attitude. International Journal of Humanities and Social Sciences, 2(1), 1–8.Google Scholar
Toussaint, L., & Webb, J. R. (2005). Gender differences in the relationship between empathy and forgiveness. The Journal of Social Psychology, 145(6), 673–685. http://doi.org/10.3200/SOCP.145.6.673-686CrossRefGoogle Scholar
Yang, H.-H., Wu, C.-I., Lei, M. K., & Yang, H.-J. (2009). How many are good enough for the adolescent social network nomination. WSEAS Transactions on Mathematics, 8(7), 299–308.Google Scholar
Yeager, D. S., Trzesniewski, K. H., Tirri, K., Nokelainen, P., & Dweck, C. S. (2011). Adolescents' implicit theories predict desire for vengeance after peer conflicts: Correlational and experimental evidence. Developmental Psychology, 47(4), 1090–1107. http://doi.org/10.1037/a0023769CrossRefGoogle Scholar
You, J., Fung, H. H. L., & Isaacowitz, D. M. (2009). Age differences in dispositional optimism: A cross-cultural study. European Journal of Ageing, 6(4), Article 247. http://doi.org/10.1007/s10433-009-0130-zCrossRefGoogle Scholar