Longitudinal Study of Implicit Theories of Well-Being, Positive Thought/Action Orientation, and Well-Being
Bibliographic record
Abstract
People differ on the extent to which they believe well-being is fixed (entity theorists) or amenable to change (incremental theorists). Recent research has shown that incremental theorists adopt a positive orientation to their cognitive and behavioral experiences more than entity theorists, but no research to date has examined this relationship over time or in relation to well-being outcomes. In a three-wave longitudinal study with 120 undergraduate university students, it is predicted that incremental beliefs regarding well-being at the beginning of the semester will predict a positive cognitive and behavioral orientation at the middle of the semester which, in turn, will predict greater hedonic and eudaimonic well-being at semester end. If findings support this mediation model, the study will contribute to the extant literature on the effects of implicit theories of well-being, and will support the utility of interventions aimed at cultivating incremental theories of well-being. Discipline: Psychology (Honours) Faculty Mentor: Dr. Andrew Howell
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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".