The Development of Ability Conceptions
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Early adolescent cognitive development produces greater sensitivity to peer feedback and greater skill at using social comparisons to assess one's own competence level.
“early adolescent cognitive development produces greater sensitivity to peer feedback and greater skill at using social comparisons to assess one's own competence level (Dweck, 2002)”
From Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships (2011) · cites this paper as Dweck, 2002
Affiliation with high-achieving peers may provoke social comparisons that undermine a youth's academic self-concept if a contrast is perceived between her own skills and her peers' skills.
“affiliation with high-achieving peers may provoke social comparisons that undermine a youths' academic self-concept if a contrast is perceived between her own skills and her peers' skills (Altermatt & Pomerantz, 2005;Dweck, 2002;Guay et al., 1999).”
From Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships (2011) · cites this paper as Dweck, 2002
By early adolescence, youth are especially interested in and attuned to social comparisons.
“by early adolescence, youth are especially interested in and attuned to social comparisons (Dweck, 2002).”
From Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships (2011) · cites this paper as Dweck, 2002
Changing cognitive capacities make middle school youth more attuned to peers' academic behaviors and feedback.
“changing cognitive capacities make middle school youth more attuned to peers' academic behaviors and feedback”
From Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships (2011) · cites this paper as Dweck, 2002
Influence processes among interaction dyads and social groups may become more prominent in middle school.
“the influence processes hypothesized to operate among interaction dyads and social groups may become more prominent in middle school”
From Peer Influences on Academic Motivation: Exploring Multiple Methods of Assessing Youths’ Most “Influential” Peer Relationships (2011) · cites this paper as Dweck, 2002
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References 154 · Cited by 470
- Authors
- Dweck, C. S.
- Affiliations
- Columbia University (US)
- Corresponding author
- Dweck, Carol S.
- ORCID
- Dweck, Carol S.
- Venue
- Development of Achievement Motivation
- Publisher
- Elsevier
- Published
- 2002
- Pages
- 57-88
- OpenAlex
- W145953282
- Cited by
- 470
- References
- 154
- Citations by year
- 2026: 10 · 2025: 18 · 2024: 17 · 2023: 98 · 2022: 26 · 2021: 18 · 2020: 24 · 2019: 23 · 2018: 23 · 2017: 20 · 2016: 17 · 2015: 9 · 2014: 22 · 2013: 16 · 2012: 26
- FWCI
- 22.77
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Elsevier eBooks (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
- Keywords
- achievement motivation, self-perception of ability, achievement beliefs, negative evaluation, intellectual ability
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