The Effect of Implicit Self-Theories of Popularity on Elementary School Students' Aggression: Focusing on Positive Conflict Resolution Strategies as Mediators

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Applying Dweck`s implicit self-theories, this study explores implicit self-theories of popularity. Implicit self-theories of popularity consists of entity belief and incremental belief of popularity. Entity theorists believe their popularity is fixed and can not change, whereas incremental theorists believe their popularity is changeable and can be cultivated. Findings suggest that entity belief of popularity does not have a statistically significant direct effect on positive conflict resolution strategies. Entity belief of popularity, however, has a statistically significant positive effect on aggression. Incremental belief of popularity has a statistically significant positive effect on positive conflict resolution strategies. Incremental belief of popularity, however, does not have a statistically significant direct effect on aggression. Positive conflict resolution strategies have a statistically significant negative effect on aggression. Sobel`s z-test suggests that Incremental belief of popularity has a statistically significant indirect effect on aggression mediated by positive conflict resolution strategies. Incremental belief of popularity increases positive conflict resolution strategies and consequently the increased positive conflict resolution strategies decrease aggression. This study extends Dweck``s implicit self-theories to a social domain such as popularity. This result implies that an intervention on students` belief regarding popularity can have a positive effect on reducing aggressive behaviors of elementary school students