Effects of Causal Attribution and Implicit Mind-Set on Wisdom Development
Bibliographic record
Abstract
This study investigates the relationship between motivation and the development of wisdom. Eighty Canadian participants were interviewed and completed Ardelt's Three-Dimensional Wisdom Scale (3D-WS). Using a mixed method design, we assessed wisdom definitions, interpersonal causal attributions, and mind-set about developing wisdom. A chi-square analysis revealed a significant relationship between attribution and mind-set about wisdom development. Two multivariate analyses of variance showed that both factors significantly influenced wisdom scores on the 3D-WS. These results suggest that people who consider wisdom development to be controllable and believe that their personal wisdom can be developed (i.e., growth mind-set) tend to be wiser, regardless of their definition of wisdom. By introducing the importance of mind-set and attribution, this study will open new avenues for research on teaching for wisdom and allow educators to develop programs to cultivate wisdom that focus on altering attribution and mind-set.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".