Motivational processes affecting learning.

Dweck, Carol S.

doi:10.1037/0003-066x.41.10.1040

Cited by 6,971Education, Achievement, and GiftednessInnovative Teaching and Learning MethodsPsychology of Development and Education

Motivational processes affecting learning.

Dweck, Carol S.·1986·American Psychologist

DOI 10.1037/0003-066x.41.10.1040

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Reward or grade feedback can direct pupils toward ability rather than effort, harming low attainers' self-esteem and fostering learned helplessness (Dweck 1986).
“It can focus pupils' attention on their 'ability' rather than on the importance of effort, damaging the self-esteem of low attainers and leading to problems of 'learned helplessness' (Dweck 1986).”
From Working inside the Black Box: Assessment for Learning in the Classroom (2004) · cites this paper as Dweck 1986
Achievement Goal Theory distinguishes mastery goals focused on learning from performance goals focused on comparison.
“AGT (Dweck, 1986) distinguishes mastery goals focused on learning, from performance goals focused on comparison.”
From Gamification on Mathematics Engagement and Motivation in Secondary School and Higher Education: A Systematic Review and Meta-Analysis (2026) · cites this paper as Dweck, 1986
The participants' descriptions of moving from fear to curiosity in their academic learning can be seen as resonating with Dweck's descriptions of learning versus performance goals, and Elliot's distinction between approach and avoidance motivation.
“The participants’ descriptions of moving from fear to curiosity in their academic learning (theme 4) can be seen as resonating with Dweck's (1986) descriptions of learning versus performance goals, and Elliot's (1999) distinction between approach and avoidance motivation in understanding achievement goals.”
From Facing the fear of failure: An explorative qualitative study of client experiences in a mindfulness-based stress reduction program for university students with academic evaluation anxiety. (2015) · cites this paper as Dweck (1986)
Dweck (1986) differentiates between performance goals, where individuals attempt to gain favorable evaluations and avoid negative judgments of their competence, and learning goals, where individuals attempt to increase their competence to understand and master new areas.
“Dweck (1986) differentiates between performance goals, where individuals attempt to gain favorable evaluations and avoid negative judgments of their competence, and learning goals, where individuals attempt to increase their competence to understand and master new areas.”
From Facing the fear of failure: An explorative qualitative study of client experiences in a mindfulness-based stress reduction program for university students with academic evaluation anxiety. (2015) · cites this paper as Dweck (1986)

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Authors: Dweck, C. S.
Affiliations: University of Illinois Urbana-Champaign (US)
Corresponding author: Dweck, Carol S.
ORCID: Dweck, Carol S.
Venue: American Psychologist
Publisher: American Psychological Association (APA)
Published: 1986-10
Volume: 41
Issue: 10
Pages: 1040-1048
ISSN: 0003-066X (ISSN-L)
1935-990X
DOI: 10.1037/0003-066x.41.10.1040
OpenAlex: W1996652948
Cited by: 6,971
References: 57
Citations by year: 2026: 191 · 2025: 239 · 2024: 272 · 2023: 281 · 2022: 264 · 2021: 292 · 2020: 321 · 2019: 336 · 2018: 280 · 2017: 284 · 2016: 315 · 2015: 307 · 2014: 296 · 2013: 283 · 2012: 280
FWCI: 58.19
Type: journal article
Language: en
Open access: closed
Locations: American Psychologist (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
Keywords: motivation, learning, motivational processes, student motivation

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