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Cited by 123

The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.

In search of a growth mindset pedagogy: A case study of one teacher's classroom practices in a Finnish elementary school

Rissanen, Inkeri, Kuusisto, Elina, Tuominen, Moona, Tirri, Kirsi·2019·Teaching and Teacher Education
DOI 10.1016/j.tate.2018.10.002
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Research works printed but not linked: 25

  1. Chiu, 1997, Lay dispositionism and implicit theories of personality, Journal of Personality and Social Psychology, 73, 19, 10.1037/0022-3514.73.1.19 · doi:10.1037/0022-3514.73.1.19 · Paper page
  2. Dweck, 2010, Even geniuses work hard, Educational Leadership, 68, 16
  3. Dweck, 2012, Mindsets and human nature: Promoting change in the Middle East, the schoolyard, the racial divide, and willpower, American Psychologist, 67, 614, 10.1037/a0029783 · DOI · Paper page
  4. Ehrlinger, 2016, Understanding overconfidence: Theories of intelligence, preferential attention and distorted self-assessment, Journal of Experimental Social Psychology, 63, 94, 10.1016/j.jesp.2015.11.001 · DOI
  5. Georgiou, 2002, Teacher attributions of student failure and teacher behavior toward the failing student, Psychology in the Schools, 39, 583, 10.1002/pits.10049 · DOI
  6. Gutshall, 2013, Teachers’ mindsets for students with and without disabilities, Psychology In The Schools, 50, 1073, 10.1002/pits.21725 · DOI
  7. Gutshall, 2014, Pre-service teachers' mindset beliefs about student ability, Electronic Journal of Research in Educational Psychology, 12, 785, 10.25115/ejrep.34.14030 · DOI
  8. Jonsson, 2012, Predicting the use of praise among pre-service teachers: The influence of implicit theories of intelligence, social comparison and stereotype acceptance, Education Inquiry, 3, 259, 10.3402/edui.v3i2.22033 · DOI
  9. Kärkkäinen, 2010, Parents' and teachers' views of the child's academic potential, Educational Studies, 36, 229, 10.1080/03055690903162424 · doi:10.1080/03055690903162424
  10. Kuusisto, 2017, How do school children and adolescents perceive the nature of talent development? A case study from Finland, Education Research International, 2017, 10.1155/2017/4162957 · DOI
  11. Laine, 2016, Finnish teachers’ conceptions of giftedness, Journal for the Education of the Gifted, 39, 151, 10.1177/0162353216640936 · DOI
  12. Laine, 2016, Finnish elementary school teachers meet the needs of their gifted students, High Ability Studies, 27, 149, 10.1080/13598139.2015.1108185 · DOI
  13. Mangels, 2006, Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model, Social Cognitive and Affective Neuroscience, 1, 75, 10.1093/scan/nsl013 · DOI · Paper page
  14. Molden, 2006, “Meaningful” social inferences: Effects of implicit theories on inferential processes, Journal of Experimental Social Psychology, 42, 738, 10.1016/j.jesp.2005.11.005 · DOI
  15. Park, 2016, Children's motivational frameworks and math achievement: Relation to teacher-reported instructional practices, but not the teacher's theory of intelligence, Journal of Educational Psychology, 108, 300, 10.1037/edu0000064 · DOI
  16. Patterson, 2016, General and domain specific beliefs about intelligence, ability, and effort among preservice and practicing teachers, Teaching and Teacher Education, 59, 10.1016/j.tate.2016.06.004 · DOI
  17. Plaks, 2009, Lay theories of personality: Cornerstones of meaning in social cognition, Social and Personal Psychology Compass, 3, 1069, 10.1111/j.1751-9004.2009.00222.x · DOI
  18. Rattan, 2012, “It's ok – not everyone can be good at math”: Instructors with entity theory comfort (and demotivate) students, Journal of Experimental Psychology, 48, 731
  19. Räty, 1998, Social representations of educability, Social Psychology of Education, 1, 359, 10.1007/BF02335554 · doi:10.1007/bf02335554
  20. Rissanen, 2018, Teachers’ implicit meaning systems and their implications for pedagogical thinking and practice: A case study from Finland, Scandinavian Journal of Educational Research, 62, 487, 10.1080/00313831.2016.1258667 · DOI
  21. Rissanen, 2018, The implications of teachers’ implicit theories for moral education: A case study from Finland, Journal of Moral Education, 47, 63, 10.1080/03057240.2017.1374244 · DOI
  22. Rhodewalt, 1994, Conceptions of ability, achievement goals, and individual differences in self-handicapping behavior: On the application of implicit theories, Journal of Personality, 62, 67, 10.1111/j.1467-6494.1994.tb00795.x · DOI
  23. Schmidt, 2015, Exploring teacher effects for mindset intervention outcomes in seventh-grade science classes, Middle Grades Research Journal, 10, 17, 10.1108/MGRJ-10-2015-0004 · DOI
  24. Tirri, 2013, How Finland serves gifted and talented pupils, Journal for the Education of the Gifted, 36, 84, 10.1177/0162353212468066 · DOI
  25. Yeager, 2012, Mindsets that promote resilience: When students believe that personal characteristics can be developed, Educational Psychologist, 47, 302, 10.1080/00461520.2012.722805 · DOI · Paper page

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Metadata

Authors
Rissanen, I., Kuusisto, E., Tuominen, M., & Tirri, K.
Venue
Teaching and Teacher Education
Publisher
Elsevier BV
Published
2019-01
Volume
77
Pages
204-213
ISSN
0742-051X
DOI
10.1016/j.tate.2018.10.002
Cited by
123
References
11
Language
en
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Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.