A social-cognitive approach to motivation and personality.

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.”

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”

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].”

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)”

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).”

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).”

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).”

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).”

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”

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).”

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”

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.”