Person: Schleider, Jessica
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Schleider
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Jessica
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Schleider, Jessica
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Publication Implicit Theories Relate to Youth Psychopathology, But How? A Longitudinal Test of Two Predictive Models(Springer Nature, 2015) Schleider, Jessica; Weisz, JohnResearch shows relations between entity theories—i.e., beliefs that traits and abilities are unchangeable—and youth psychopathology. A common interpretation has been that entity theories lead to psychopathology, but another possibility is that psychopathology predicts entity theories. The two models carry different implications for developmental psychopathology and intervention design. We tested each model’s plausibility, examining longitudinal associations between entity theories of thoughts, feelings, and behavior and psychopathology in early adolescents across one school year (N = 59, 52 % female, ages 11–14, 0 % attrition). Baseline entity theories did not predict increases in psychopathology; instead, baseline psychopathology predicted increased entity theories over time. When symptom clusters were assessed individually, greater youth internalizing (but not externalizing) problems predicted subsequent increases in entity theories. Findings suggest that the commonly proposed predictive model may not be the only one warranting attention. They suggest that youth psychopathology may contribute to the development of certain kinds of entity theories.Publication Mental Health and Implicit Theories of Thoughts, Feelings, and Behavior in Early Adolescents: Are Girls at Greater Risk?(Guilford Publications, 2016) Schleider, Jessica; Weisz, JohnPast research suggests that girls, more than boys, tend to act and think in ways consistent with entity theories of personal traits: beliefs that such traits are unchangeable. This study explored how this gender difference might develop and relate to mental health problems in early adolescents across an academic year (N = 59, ages 11–14). Overall, girls endorsed stronger entity theories of thoughts, feelings, and behavior than boys. Further, girls’ entity theories grew stronger across the school year, while boys’ did not. Additional analyses suggested that entity theories were more strongly associated with mental health problems in girls than in boys. Finally, girls with greater baseline mental health problems were more likely to develop entity theories of feelings six months later.