The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Messages that Motivate
Overview
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Integrity signals
Registry
Cites
Statistics
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Claims the paper makes
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Citations
Cites
A social-cognitive approach to motivation and personality.
Dweck, C. S., & Leggett, E. L. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.256 · Cited by 9,745
Self-citationAronson, J., Fried, C. B., & Good, C. (2002) · Journal of Experimental Social Psychology · doi:10.1006/jesp.2001.1491 · Cited by 1,889
Praise for intelligence can undermine children's motivation and performance.
Mueller, C. M., & Dweck, C. S. (1998) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.75.1.33 · Cited by 1,709
Self-citationImplicit theories, attributions, and coping: A meaning system approach.
Hong, Y.-Y., Chiu, C.-Y., Dweck, C. S., Lin, D. M.-S., & Wan, W. (1999) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.77.3.588 · Cited by 1,358
Self-citationPerson versus process praise and criticism: Implications for contingent self-worth and coping.
Kamins, M. L., & Dweck, C. S. (1999) · Developmental Psychology · doi:10.1037/0012-1649.35.3.835 · Cited by 659
Self-citationThe Development of Ability Conceptions
Dweck, C. S. (2002) · Development of Achievement Motivation · doi:10.1016/b978-012750053-9/50005-x · Cited by 470
Self-citation
Cited by
Baker, R. S. J. D., D'Mello, S. K., Rodrigo, M. M. T., & Graesser, A. C. (2010) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2009.12.003 · Cited by 936
Tinto, V. (2017) · Journal of College Student Retention: Research, Theory & Practice · doi:10.1177/1521025115621917 · Cited by 673
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020) · Asian Journal of Education and Social Studies · doi:10.9734/ajess/2020/v10i430273 · Cited by 391
D'mello, S., & Graesser, A. (2012) · ACM Transactions on Interactive Intelligent Systems · doi:10.1145/2395123.2395128 · Cited by 388
El aprendizaje autorregulado: presente y futuro de la investigación
Torrano Montalvo, F., & González Torres, M. C. (2017) · Electronic Journal of Research in Education Psychology · doi:10.25115/ejrep.3.120 · Cited by 312
Metadata
- Authors
- Dweck, C. S.
- Venue
- Improving Academic Achievement
- Publisher
- Elsevier
- Published
- 2002
- Pages
- 37-60
- OpenAlex
- W2495014486
- Cited by
- 213
- References
- 6
- FWCI
- 8.67
- Type
- book chapter
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Messages that Motivate. https://app.cochat.ai/papers/10.1016/b978-012064455-1/50006-3
- The paper
- Dweck, C. S. (2002). Messages that Motivate. Improving Academic Achievement. https://doi.org/10.1016/b978-012064455-1/50006-3
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
