Abstract
Previous research has shown that different configurations of the implicit self-concept of intelligence (iSCI) and the explicit self-concept of intelligence (eSCI) are consistently related to individuals’ performance on different intelligence tests (Dislich etal., 2012). The results indicated that any discrepant configuration between the iSCI and the eSCI impairs performance. In the present study, how correspondence between the iSCI and the eSCI is related to intelligence test performance as well as personality traits of modesty (low eSCI, high iSCI), narcissism (high eSCI, low iSCI), and achievement motivation was investigated. Furthermore, a moderated mediation analysis showed that the relation between the iSCI–eSCI configurations and intelligence test performance was mediated by achievement motivation for modest individuals.
Highlights
Previous research by Dislich et al (2012) has provided evidence that the interplay of the explicit self-concept of intelligence and the implicit self-concept of intelligence is systematically related to actual performance on well-established intelligence tests
How correspondence between the implicit self-concept of intelligence (iSCI) and the explicit self-concept of intelligence (eSCI) is related to intelligence test performance as well as personality traits of modesty, narcissism, and achievement motivation was investigated
A moderated mediation analysis showed that the relation between the iSCI– eSCI configurations and intelligence test performance was mediated by achievement motivation for modest individuals
Summary
Previous research by Dislich et al (2012) has provided evidence that the interplay of the explicit self-concept of intelligence (eSCI) and the implicit self-concept of intelligence (iSCI) is systematically related to actual performance on well-established intelligence tests. Participants who self-reported not being very intelligent (low eSCI) performed generally worse on the IQ test, but this was pronounced for those with an accompanying automatic association as intelligent (i.e., for modest SCI; low eSCI, high iSCI). The latter finding in particular invites speculation about why holding an iSCI as intelligent would impair test performance. We tested whether different levels of achievement motivation could explain the obtained performance pattern by Dislich et al (2012)
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