Growth and fixed mindsets about talent matter for career development self-efficacy in selected Filipino adolescents

Abstract

Studies have shown that implicit theories of intelligence can shape many educational and work-related outcomes. Espousing a belief that intelligence can change over time has been found to be associated with achievement, adjustment, and well-being in various contexts. Nevertheless, little attention has been paid to the role of implicit theories in other abilities in youth's career-related functioning. This study examines the associations of implicit theories of talent (i.e., entity and incremental beliefs about talent) with career exploration self-efficacy, and talent development self-efficacy, in a sample of 700 Filipino undergraduate students. Results of hierarchical regression analyses demonstrated that even after controlling for age, gender, academic engagement, and academic self-efficacy, both entity and incremental theories of talent were linked to increased career exploration and talent development self-efficacy. Findings indicate that whereas incremental theory was more strongly linked to career exploration self-efficacy, entity theory was more strongly related to talent development self-efficacy.