The DOI matches its Crossref record; 56 of the 57 references it cites were found in a registry or an index.
Motivational processes affecting learning.
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Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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)
In the citing paper
“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)
Citations
Cites
The psychology of sex differences
Maccoby, E. E. (1975) · Behavior Therapy · doi:10.1016/s0005-7894(75)80031-1 · Cited by 5,714
Skinner, B. F., & Hull, C. L. (1944) · The American Journal of Psychology · doi:10.2307/1416955 · Cited by 4,061
Rosenthal, R., & Jacobson, L. (1968) · The Urban Review · doi:10.1007/bf02322211 · Cited by 3,878
Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.
Bandura, A., & Schunk, D. H. (1981) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.41.3.586 · Cited by 2,675
Attention and Self-Regulation : A Control-Theory Approach to Human Behavior
Carver, C. S., & Scheier, M. F. (1981) · Medical Entomology and Zoology · Cited by 2,580
Wendl, C. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108608954.002 · Cited by 2,260
Achievement Motivation and Attribution Theory.
Sullivan, T. J., & Weiner, B. L. (1975) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2062395 · Cited by 1,405
Socialization, personality, and social development
Hetherington, E. M. (1983) · Wiley eBooks · Cited by 1,385
The empirical exploration of intrinsic motivational processes
Deci, E. L., & Ryan, R. M. (1980) · Advances in Experimental Social Psychology · doi:10.1016/s0065-2601(08)60130-6 · Cited by 1,352
The role of expectations and attributions in the alleviation of learned helplessness.
Dweck, C. S. (1975) · Journal of Personality and Social Psychology · doi:10.1037/h0077149 · Cited by 1,315
Self-citation
Cited by
Sorted by citations
The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior
Deci, E. L., & Ryan, R. M. (2000) · Psychological Inquiry · doi:10.1207/s15327965pli1104_01 · Cited by 34,210
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152
Deci, E. L., Koestner, R., & Ryan, R. M. (1999) · Psychological Bulletin · doi:10.1037/0033-2909.125.6.627 · Cited by 7,176
Classrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
Building a practically useful theory of goal setting and task motivation: A 35-year odyssey.
Locke, E. A., & Latham, G. P. (2002) · American Psychologist · doi:10.1037/0003-066x.57.9.705 · Cited by 7,766
Metadata
- Authors
- Dweck, C. S.
- Affiliations
- University of Illinois Urbana-Champaign (US)
- Corresponding author
- Dweck, Carol S.
- ORCID
- Dweck, Carol S.
- Venue
- American Psychologist
- Published
- 1986-10
- Volume
- 41
- Issue
- 10
- Pages
- 1040-1048
- ISSN
- 0003-066X (ISSN-L)
- 1935-990X
- 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 › Developmental and Educational 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
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.
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