The DOI matches its Crossref record; 85 of the 87 references it cites were found in a registry or an index.
A social-cognitive approach to motivation and personality.
Abstract
Past work has documented and described major patterns of adaptive and maladaptive behavior: the mastery-oriented and the helpless patterns. In this article, we present a research-based model that accounts for these patterns in terms of underlying psychological processes. The model specifies how individuals ' implicit theories orient them toward particular goals and how these goals set up the different patterns. Indeed, we show how each feature (cognitive, affective, and behavioral) of the adaptive and maladaptive patterns can be seen to follow directly from different goals. We then exam-ine the generality of the model and use it to illuminate phenomena in a wide variety of domains. Finally, we place the model in its broadest context and examine its implications for our understand-ing of motivational and personality processes. The task for investigators of motivation and personality is to identify major patterns of behavior and link them to underlying psychological processes. In this article we (a) describe a re-search-based model that accounts for major patterns of behav-ior, (b) examine the generality of this model—its utility for un-derstanding domains beyond the ones in which it was originally
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Finally, algorithmic management usually provides comparative feedback (comparing one’s results to other workers’) and is linked to incentive pay structures, both of which reduce self-determined motivation as they are experienced as more controlling26,192.”
From Understanding and shaping the future of work with self-determination theory (2022) · cites this paper as [192]
In the citing paper
“Dweck and Leggett (1988) observed that growth mindset is associated with mastery goals, while a fixed mindset is associated with performance goals”
From Impacts of Standards-Based Grading on Students’ Mindset and Test Anxiety (2022) · cites this paper as Dweck and Leggett (1988)
In the citing paper
“This is reminiscent of goal orientation theories of motivation, where individuals may be either seeking ‘mastery’ of a topic for self-improvement, or demonstration of enhanced ‘performance’ of abilities relative to others [21,22].”
From Perceptions of scientific research literature and strategies for reading papers depend on academic career stage (2017) · cites this paper as [21]
In the citing paper
“motivational factors and mindfulness promote self-regulation of learning [31, 52] and self-regulation of academic stress [24, 40, 53].”
In the citing paper
“Achievement motivation factors have been conceptualized as a trait-like individual difference variable that is relatively general and stable across achievement situations and have been hypothesized to influence affect, cognition, and behavior in various achievement situations [40, 41].”
In the citing paper
“Dweck’s theory hypothesizes that the incremental theory of intelligence predicts adaptive affect, cognition, and behavior, whereas the entity theory predicts maladaptive affect, cognition, and behavior.”
In the citing paper
“Furthermore, an emphasis on performance goals has been linked to vulnerability to a maladaptive helpless response to achievement setbacks (Dweck & Leggett, 1988; Elliott & Dweck, 1988)”
From Praise for intelligence can undermine children's motivation and performance. (1998) · cites this paper as Dweck & Leggett, 1988
In the citing paper
“In other words, they may orient toward learning goals, which have been associated with high achievement motivation (cf. Nicholls, 1984) as well as continued displays of persistence, enjoyment, and good performance in the face of setbacks (Dweck & Leggett, 1988; Elliott & Dweck, 1988).”
From Praise for intelligence can undermine children's motivation and performance. (1998) · cites this paper as Dweck & Leggett, 1988
In the citing paper
“In particular, Dweck and her associates have linked ability attributions for failure to helpless responding in the face of failure (Diener & Dweck, 1978, 1980; Dweck & Leggett, 1988; Elliott & Dweck, 1988).”
From Praise for intelligence can undermine children's motivation and performance. (1998) · cites this paper as Dweck & Leggett, 1988
In the citing paper
“whereas learning goals, effort attributions, and mastery responses have been linked to an incremental view of intelligence as subject to improvement (Dweck & Leggett, 1988; Mueller & Dweck, 1997).”
From Praise for intelligence can undermine children's motivation and performance. (1998) · cites this paper as Dweck & Leggett, 1988
In the citing paper
“The measure was designed to contain a choice of tasks that embodied different goals and has been used successfully in previous studies (see Dweck & Leggett, 1988).”
From Praise for intelligence can undermine children's motivation and performance. (1998) · cites this paper as Dweck & Leggett, 1988
In the citing paper
“Indeed, the pattern of performance goals, ability attributions, and helpless postfailure responses described above has been associated with an entity view of intelligence as a fixed trait”
From Praise for intelligence can undermine children's motivation and performance. (1998) · cites this paper as Dweck & Leggett, 1988
In the citing paper
“Dominant motivational models such as achievement goal theory and self-efficacy theory have adopted a sociocognitive perspective that highlights the importance of cognitive and social factors, as well as their complex interplay in understanding motivated behaviours (e.g.Covington, 2000;Dweck & Leggett, 1988;Schunk, 1991).”
From Teachers’ perceptions of declining participation in school music (2011) · cites this paper as Dweck & Leggett, 1988
In the citing paper
“Research on responses to feedback suggests that additional internal factors might play a role, including self-efficacy, which refers to students' beliefs about their capabilities to achieve a specific goal or task (Bandura, 1986); goal orientation, which refers to students' purpose for engaging in a task or behavior (Dweck and Leggett, 1988;Elliot, 2005;Mega et al., 2014); mindset, which are one's”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Dweck and Leggett, 1988
In the citing paper
“In general, people who believe that (motor) abilities are relatively fixed (so-called entity theorists), tend to be more concerned with proving their ability, and they perceive errors or negative feedback as a threat to the self, because they reveal a limited capacity or lack of ability.”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Dweck & Leggett, 1988
Citations
Cites
Generalized expectancies for internal versus external control of reinforcement.
Rotter, J. B. (1966) · Psychological Monographs: General and Applied · doi:10.1037/h0092976 · Cited by 21,937
Learned helplessness in humans: Critique and reformulation.
Abramson, L. Y., Seligman, M. E., & Teasdale, J. D. (1978) · Journal of Abnormal Psychology · doi:10.1037//0021-843x.87.1.49 · Cited by 7,121
Erikson, E. H. (1959) · Medical Entomology and Zoology · Cited by 6,863
Motivation reconsidered: The concept of competence.
White, R. W. (1963) · Scott, Foresman eBooks · doi:10.1037/14156-005 · Cited by 4,835
Gender schema theory: A cognitive account of sex typing.
Bem, S. L. (1981) · Psychological Review · doi:10.1037/0033-295x.88.4.354 · Cited by 4,408
Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.
Nicholls, J. G. (1984) · Psychological Review · doi:10.1037/0033-295x.91.3.328 · Cited by 4,161
Self-schemata and processing information about the self.
Markus, H. R. (1977) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.35.2.63 · Cited by 3,911
Attribution: Perceiving the Causes of Behavior
JONES, E. E. (1987) · Medical Entomology and Zoology · Cited by 3,760
(1996) · Choice Reviews Online · doi:10.5860/choice.34-2458 · Cited by 3,746
Goals: An approach to motivation and achievement.
Elliott, E. S., & Dweck, C. S. (1988) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.54.1.5 · Cited by 3,098
Self-citation
Cited by
Sorted by citations
Items 901–1,000 of 10,306
Hoza, B., Waschbusch, D. A., Owens, J. S., Pelham, W. E., & Kipp, H. (2001) · Journal of Consulting and Clinical Psychology · doi:10.1037/0022-006x.69.2.271 · Cited by 165
Cleary, T. J., Velardi, B. C., & Schnaidman, B. (2017) · Journal of School Psychology · doi:10.1016/j.jsp.2017.04.004 · Cited by 165
Use of task-value instructional inductions for facilitating engagement and conceptual change
Johnson, M. L., & Sinatra, G. M. (2012) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2012.09.003 · Cited by 165
A Meta-Analysis of the Impact of Situationally Induced Achievement Goals on Task Performance
Yperen, N. W. V., Blaga, M., & Postmes, T. (2015) · Human Performance · doi:10.1080/08959285.2015.1006772 · Cited by 165
Gender Stereotypes Influence Children’s STEM Motivation
Master, A. (2021) · Child Development Perspectives · doi:10.1111/cdep.12424 · Cited by 165
Miu, A. S., & Yeager, D. S. (2015) · Clinical Psychological Science · doi:10.1177/2167702614548317 · Cited by 164
Wallace, J. C., Johnson, P. D., & Frazier, M. L. (2008) · Journal of Organizational Behavior · doi:10.1002/job.572 · Cited by 164
Naive theories of intelligence and the role of processing fluency in perceived comprehension.
Miele, D. B., & Molden, D. C. (2010) · Journal of Experimental Psychology General · doi:10.1037/a0019745 · Cited by 164
How Implicit Beliefs Influence Trust Recovery
Haselhuhn, M. P., Schweitzer, M. E., & Wood, A. M. (2010) · Psychological Science · doi:10.1177/0956797610367752 · Cited by 164
Towards a Benefits Theory of Leisure Well-Being
Sirgy, M. J., Uysal, M., & Krüger, S. (2016) · Applied Research in Quality of Life · doi:10.1007/s11482-016-9482-7 · Cited by 164
How Firm Are the Foundations of Mind-Set Theory? The Claims Appear Stronger Than the Evidence
Burgoyne, A. P., Hambrick, D. Z., & Macnamara, B. N. (2020) · Psychological Science · doi:10.1177/0956797619897588 · Cited by 164
White, B. Y., Shimoda, T. A., & Frederiksen, J. R. (1999) · Cited by 163
Causal ascriptions and perceived learning from entrepreneurial failure
Yasuhiro Yamakawa, B., & Cardon, M. S. (2014) · Small Business Economics · doi:10.1007/s11187-014-9623-z · Cited by 163
Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore
Cvencek, D., Kapur, M., & Meltzoff, A. N. (2015) · Learning and Instruction · doi:10.1016/j.learninstruc.2015.04.002 · Cited by 163
The role of parenting in children's self-regulated learning
Pino‐Pasternak, D., & Whitebread, D. (2010) · Educational Research Review · doi:10.1016/j.edurev.2010.07.001 · Cited by 163
Heyder, A., Weidinger, A. F., Cimpian, A., & Steinmayr, R. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.101220 · Cited by 163
Seeing the Forest Beyond the Trees: A Construal‐Level Approach to Self‐Control
Fujita, K. (2008) · Social and Personality Psychology Compass · doi:10.1111/j.1751-9004.2008.00118.x · Cited by 162
Chua, R. Y. J. (2012) · Academy of Management Journal · doi:10.5465/amj.2011.0971 · Cited by 162
Sins, P. H. M., van Joolingen, W., Savelsbergh, E. R., & van Hout‐Wolters, B. H. A. M. (2007) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2006.12.004 · Cited by 161
Age and gender differences in children’s and adolescents’ adaptation to sexual abuse
Feiring, C., Taska, L. S., & Lewis, M. (1999) · Child Abuse & Neglect · doi:10.1016/s0145-2134(98)00116-1 · Cited by 161
Yoon, S., & Kim, H. C. (2017) · Journal of Consumer Research · doi:10.1093/jcr/ucx091 · Cited by 161
Parents' Achievement Goals and Perfectionism in Their Academically Talented Children
Ablard, K. E., & Parker, W. D. (1997) · Journal of Youth and Adolescence · doi:10.1023/a:1022392524554 · Cited by 161
Regulatory Focus and Fit Effects in Organizations
Higgins, E. T., & Pinelli, F. (2020) · Annual Review of Organizational Psychology and Organizational Behavior · doi:10.1146/annurev-orgpsych-012119-045404 · Cited by 161
Murdock, T. B., Miller, A. D., & Kohlhardt, J. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.4.765 · Cited by 161
Luthans, F., Youssef, C. M., & Rawski, S. L. (2011) · Journal of Organizational Behavior Management · doi:10.1080/01608061.2011.619421 · Cited by 161
Pensgaard, A. M., & Roberts, G. C. (2000) · Journal of Sports Sciences · doi:10.1080/026404100365090 · Cited by 161
Meece, J. L., & Miller, S. D. (1999) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0303_2 · Cited by 160
Attention in Preschoolers: Associations With Effortful Control and Motivation
Chang, F., & Burns, B. M. (2005) · Child Development · doi:10.1111/j.1467-8624.2005.00842.x · Cited by 160
Tabernero, C., & Wood, R. E. (1999) · Organizational Behavior and Human Decision Processes · doi:10.1006/obhd.1999.2829 · Cited by 160
Lewis, C. M., Anderson, R. E., & Yasuhara, K. (2016) · ACM Conference on International Computing Education Research (ICER) · doi:10.1145/2960310.2960332 · Cited by 160
Examination of knowledge hiding with conflict, competition and personal values
Semerci, A. B. (2018) · International Journal of Conflict Management · doi:10.1108/ijcma-03-2018-0044 · Cited by 160
Siegle, D. (2007) · Journal of Advanced Academics · doi:10.4219/jaa-2007-353 · Cited by 160
Framing for Learning: Lessons in Successful Technology Implementation
Edmondson, A. C. (2003) · California Management Review · doi:10.2307/41166164 · Cited by 159
Multidimensional and Hierarchical Assessment of School Motivation: Cross‐cultural validation
McInerney, D. M., & Ali, J. (2006) · Educational Psychology · doi:10.1080/01443410500342559 · Cited by 159
Abstract and concrete self-evaluative goals.
Freitas, A. L., Salovey, P., & Liberman, N. (2001) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.80.3.410 · Cited by 159
Soliciting Resources from Others: An Integrative Review
Lim, J. H., Tai, K., Bamberger, P. A., & Morrison, E. W. (2019) · Academy of Management Annals · doi:10.5465/annals.2018.0034 · Cited by 159
Causality Orientations, Failure, and Achievement
Koestner, R., & Zuckerman, M. (1994) · Journal of Personality · doi:10.1111/j.1467-6494.1994.tb00300.x · Cited by 159
The role of cost in adolescent students' maladaptive academic outcomes
Jiang, Y., Kim, S., & Bong, M. (2020) · Journal of School Psychology · doi:10.1016/j.jsp.2020.08.004 · Cited by 159
Pintrich, P. R., Anderman, E. M., & Klobucar, C. (1994) · Journal of Learning Disabilities · doi:10.1177/002221949402700603 · Cited by 158
Expectancies, values, and achievement in junior high school.
Berndt, T. J., & Miller, K. E. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.2.319 · Cited by 158
Ready or not: How do we accelerate the developmental readiness of leaders?
Hannah, S. T., & Avolio, B. J. (2010) · Journal of Organizational Behavior · doi:10.1002/job.675 · Cited by 158
van Hooft, E. A. J., & Noordzij, G. (2009) · Journal of Applied Psychology · doi:10.1037/a0017592 · Cited by 158
Wang, M., & Kang, M. (2006) · Springer eBooks · doi:10.1007/1-4020-3669-8_11 · Cited by 158
Rattan, A., Savani, K., Naidu, N. V. R., & Dweck, C. S. (2012) · Journal of Personality and Social Psychology · doi:10.1037/a0029263 · Cited by 158
Self-citationMascret, N., Elliot, A. J., & Cury, F. (2014) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2014.11.001 · Cited by 158
The relationship between motivation and achievement in interdependent situations
Johnson, D. W., Johnson, R. T., Roseth, C. J., & Shin, T. S. (2014) · Journal of Applied Social Psychology · doi:10.1111/jasp.12280 · Cited by 158
Fostering grit: Perceived school goal-structure predicts growth in grit and grades
Park, D., Yu, A., Baelen, R. N., Tsukayama, E., & Duckworth, A. L. (2018) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2018.09.007 · Cited by 158
The client as a common factor: Clients as self-healers.
Tallman, K., & Bohart, A. C. (1999) · American Psychological Association eBooks · doi:10.1037/11132-003 · Cited by 157
Gervey, B., Chiu, C., Hong, Y., & Dweck, C. S. (1999) · Personality and Social Psychology Bulletin · doi:10.1177/0146167299025001002 · Cited by 157
Self-citationClassroom motivation: Strategies of first-year teachers.
Newby, T. J. (1991) · Journal of Educational Psychology · doi:10.1037/0022-0663.83.2.195 · Cited by 157
Roeser, R. W., Strobel, K. R., & Quihuis, G. (2002) · Anxiety Stress & Coping · doi:10.1080/1061580021000056519 · Cited by 157
Skinner, E. A., Pitzer, J. R., Brule, H., Rickert, N. P., & Kindermann, T. A. (2020) · International Journal of Behavioral Development · doi:10.1177/0165025420924122 · Cited by 157
Risk Taking: Theoretical, Empirical, and Educational Considerations
Clifford, M. M. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653135 · Cited by 157
Plante, I., O’Keefe, P. A., & Théorêt, M. (2012) · Motivation and Emotion · doi:10.1007/s11031-012-9282-9 · Cited by 157
Dangerous mindsets: How beliefs about intelligence predict motivational change
Haimovitz, K., Wormington, S. V., & Corpus, J. H. (2011) · Learning and Individual Differences · doi:10.1016/j.lindif.2011.09.002 · Cited by 157
Antecedents and trajectories of achievement goals: A self‐determination theory perspective
Ciani, K. D., Sheldon, K. M., Hilpert, J. C., & Easter, M. A. (2010) · British Journal of Educational Psychology · doi:10.1348/000709910x517399 · Cited by 157
The Fresh Start Mindset: Transforming Consumers’ Lives
Price, L. L., Coulter, R. A., Strizhakova, Y., & Schultz, A. E. (2017) · Journal of Consumer Research · doi:10.1093/jcr/ucx115 · Cited by 157
Zander, L., Brouwer, J., Jansen, E. P. W. A., Crayen, C., & Hannover, B. (2018) · Learning and Individual Differences · doi:10.1016/j.lindif.2018.01.012 · Cited by 157
Deciding to major in computer science
Lewis, C. M., Yasuhara, K., & Anderson, R. E. (2011) · ACM Conference on International Computing Education Research (ICER) · doi:10.1145/2016911.2016915 · Cited by 156
Bråten, I., & Olaussen, B. S. (2005) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2005.01.003 · Cited by 156
Shame, guilt, and depression in men and women in recovery from addiction
O’Connor, L. E., Berry, J. W., Inaba, D. S., Weiss, J., & Morrison, A. (1994) · Journal of Substance Abuse Treatment · doi:10.1016/0740-5472(94)90001-9 · Cited by 156
Phan, H. P. (2009) · Educational Psychology · doi:10.1080/01443410903289423 · Cited by 156
Implicit self-theories of shyness.
Beer, J. S. (2002) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.83.4.1009 · Cited by 156
Sarrazin, P. G., Tessier, D. P., & Trouilloud, D. O. (2006) · Revue française de pédagogie · doi:10.4000/rfp.463 · Cited by 156
Implicit beliefs, achievement goals, and procrastination: A mediational analysis
Howell, A. J., & Buro, K. (2008) · Learning and Individual Differences · doi:10.1016/j.lindif.2008.08.006 · Cited by 156
In learning mode? The role of mindsets in derailing and enabling experiential leadership development
Heslin, P. A., & Keating, L. A. (2016) · The Leadership Quarterly · doi:10.1016/j.leaqua.2016.10.010 · Cited by 156
The Change in Middle School Students’ Achievement Goals in Mathematics Over Time
Middleton, M., Kaplan, A., & Midgley, C. (2004) · Social Psychology of Education · doi:10.1023/b:spoe.0000037484.86850.fa · Cited by 155
Cron, W. L., Slocum, J. W., Vandewalle, D., & Fu, (. Q. (2005) · Human Performance · doi:10.1207/s15327043hup1801_3 · Cited by 155
Linking Feedback Quality and Goal Orientation to Feedback Seeking and Job Performance
Whitaker, B. G., & Levy, P. E. (2012) · Human Performance · doi:10.1080/08959285.2012.658927 · Cited by 155
Ciani, K. D., Middleton, M., Summers, J. J., & Sheldon, K. M. (2009) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2009.11.001 · Cited by 155
Tell Me What I Did Wrong: Experts Seek and Respond to Negative Feedback
Finkelstein, S. R., & Fishbach, A. (2012) · Journal of Consumer Research · doi:10.1086/661934 · Cited by 155
Hass, R. W., Katz-Buonincontro, J. L., & Reiter‐Palmon, R. (2016) · Psychology of Aesthetics Creativity and the Arts · doi:10.1037/aca0000081 · Cited by 155
Job Complexity, Performance, and Well‐being: When Does Supplies‐Values Fit Matter?*
Shaw, J. D., & Gupta, N. (2004) · Personnel Psychology · doi:10.1111/j.1744-6570.2004.00008.x · Cited by 154
Papaioannou, A. G., & Kouli, O. (1999) · Journal of Applied Sport Psychology · doi:10.1080/10413209908402950 · Cited by 154
Students' Approaches to Learning
Duff, A., & McKinstry, S. (2007) · Issues in Accounting Education · doi:10.2308/iace.2007.22.2.183 · Cited by 154
Chen, Y., Ning, R., Yang, T., Feng, S., & Yang, C. (2018) · Frontiers of Business Research in China · doi:10.1186/s11782-018-0044-8 · Cited by 154
Zarrinabadi, N., Lou, N. M., & Shirzad, M. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.101981 · Cited by 154
Influences of Concept-Oriented Reading Instruction on Strategy Use and Conceptual Learning from Text
Guthrie, J. T., Anderson, E., Alao, S., & Rinehart, J. (1999) · The Elementary School Journal · doi:10.1086/461929 · Cited by 153
Musical Motivation: Towards a model synthesising the research
Hallam, S. (2002) · Music Education Research · doi:10.1080/1461380022000011939 · Cited by 153
The goal of consistency as a cause of information distortion.
Russo, J. E., Carlson, K. A., Meloy, M. G., & Yong, K. (2008) · Journal of Experimental Psychology General · doi:10.1037/a0012786 · Cited by 153
Achievement goals and optimal motivation
Barron, K. E., & Harackiewicz, J. M. (2000) · Elsevier eBooks · doi:10.1016/b978-012619070-0/50031-3 · Cited by 153
Menon, T., Thompson, L., & Choi, H. (2006) · Management Science · doi:10.1287/mnsc.1060.0525 · Cited by 153
Tempelaar, D. T., Niculescu, A., Rienties, B., Gijselaers, W., & Giesbers, B. (2011) · The Internet and Higher Education · doi:10.1016/j.iheduc.2011.10.003 · Cited by 153
Teacher mindset is associated with development of students' growth mindset
Mesler, R. M., Corbin, C. M., & Martin, B. H. (2021) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2021.101299 · Cited by 153
A Phase Model of Transitions: Cognitive and Motivational Consequences
Ruble, D. N. (1994) · Advances in experimental social psychology · doi:10.1016/s0065-2601(08)60154-9 · Cited by 152
Social goals, social behavior, and social status in middle childhood.
Rodkin, P. C., Ryan, A. M., Jamison, R. S., & Wilson, T. M. (2012) · Developmental Psychology · doi:10.1037/a0029389 · Cited by 152
Emotional support, social goals, and classroom behavior: A multilevel, multisite study.
Wentzel, K. R., Muenks, K. M., McNeish, D., & Russell, S. L. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000239 · Cited by 152
“Similarly, including a broader range of goal pursuits such as efforts to learn and achieve success (e.g., Dweck & Leggett, 1988) would also extend the mediation model in theoretically meaningful ways.”
BackgroundDeveloping and Fostering Passion in Academic and Nonacademic Domains
Fredricks, J. A., Alfeld, C., & Eccles, J. S. (2009) · Gifted Child Quarterly · doi:10.1177/0016986209352683 · Cited by 152
Kim, E. M., & Pomerantz, E. M. (2010) · Developmental Psychology · doi:10.1037/a0020376 · Cited by 152
“Feedback to the future”: Advancing motivational and emotional perspectives in feedback research
Fong, C. J., & Schallert, D. L. (2023) · Educational Psychologist · doi:10.1080/00461520.2022.2134135 · Cited by 152
Leondari, A., & Gialamas, V. (2002) · Psychology in the Schools · doi:10.1002/pits.10035 · Cited by 152
Opportunities to Learn in Practice and Identity
Greeno, J. G., & Gresalfi, M. S. (2008) · Cambridge University Press eBooks · doi:10.1017/cbo9780511802157.009 · Cited by 152
Performance-Approach and Performance-Avoidance Goals: When Uncertainty Makes a Difference
Darnon, C., Harackiewicz, J. M., Butera, F., Mugny, G., & Quiamzade, A. (2007) · Personality and Social Psychology Bulletin · doi:10.1177/0146167207301022 · Cited by 151
Kimiecik, J. C., Horn, T. S., & Shurin, C. S. (1996) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.1996.10607960 · Cited by 151
Social-Cognitive Theory of Personality Assessment
Cervone, D., Shadel, W. G., & Jencius, S. T. (2001) · Personality and Social Psychology Review · doi:10.1207/s15327957pspr0501_3 · Cited by 151
The work avoidance goal construct: Examining its structure, antecedents, and consequences
King, R. B., & McInerney, D. M. (2014) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2013.12.002 · Cited by 151
Meuse, K. P. D. (2017) · Consulting psychology journal · doi:10.1037/cpb0000100 · Cited by 151
Rule-Learning Events in the Acquisition of a Complex Skill: An Evaluation of Cascade
VanLehn, K. (1999) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0801_3 · Cited by 150
Young Children’s Beliefs about the Stability of Traits: Protective Optimism?
Lockhart, K. L., Chang, B., & Story, T. J. (2002) · Child Development · doi:10.1111/1467-8624.00480 · Cited by 150
Cooperative learning and computer-based instruction
Hooper, S. (1992) · Educational Technology Research and Development · doi:10.1007/bf02296840 · Cited by 150
Metadata
- Authors
- Dweck, C. S., & Leggett, E. L.
- ORCID
- Dweck, Carol S.
- Venue
- Psychological Review
- Published
- 1988-04
- Volume
- 95
- Issue
- 2
- Pages
- 256-273
- ISSN
- 0033-295X (ISSN-L)
- 1939-1471
- OpenAlex
- W2167884222
- Semantic Scholar
- bea6bdcd90212431bc464f638431b39ff6427855
- Cited by
- 9,745
- References
- 87
- Citations by year
- 2026: 382 · 2025: 462 · 2024: 423 · 2023: 421 · 2022: 477 · 2021: 472 · 2020: 566 · 2019: 435 · 2018: 386 · 2017: 407 · 2016: 417 · 2015: 392 · 2014: 403 · 2013: 361 · 2012: 385
- FWCI
- 55.10
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychological Review (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Applied Psychology › Psychological Testing and Assessment
- Social Sciences › Psychology › Applied Psychology › Behavioral Health and Interventions
- Keywords
- mastery orientation, learned helplessness, mindset, motivation, personality, goal orientation, adaptive and maladaptive behavior, social cognitive model, cognitive processes, emotional processing, behavioral patterns
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.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
