The Effects of Implicit Theories on Exercise Motivation

Abstract

This study investigated whether type of implicit theory about athletic coordination would influence motivation to persist at a novel exercise task in the face of difficulty. Fifty college students were told that we were testing a new type of exercise and were given one of two theories about the nature of athletic coordination. Some participants were told that athletic coordination was mostly learned (incremental condition), while others were told that athletic coordination was genetically determined (entity condition). Participants initially experienced success and then difficulty while following videos containing the new exercise. Consistent with predictions, results showed that participants given an incremental theory of athletic coordination reported greater motivation and self-efficacy and less negative affect in the face of difficulty than those given an entity theory. Implications of these findings are discussed.