Academic and General Stress among Students: The Role of Implicit Theory of Intelligence and Gender

Abstract

Implicit theory of intelligence concerns the belief whether one's intelligence is fixed (entity theory) or changeable (incremental theory). The aim of this study was to examine the relationship between implicit theory of intelligence and stress, both academic and general, as well the role of gender. A questionnaire was distributed to 697 Swedish upper secondary students (M age = 17.,3, SD = 1.0) enrolled to preparatory programmes. Entity theory was found to significantly predict higher levels of both academic and general stress. While female students had the same level of entity thinking as male students did, female students experienced more academic stress as well as general stress. Results are discussed in relation to general theoretical implications, and to the educational context.