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 1,601–1,700 of 10,306
Winstone, N., Hepper, E. G., & Nash, R. A. (2019) · Educational Psychology · doi:10.1080/01443410.2019.1693510 · Cited by 89
Markmann, C., Spickermann, A., von der Gracht, H. A., & Brem, A. (2020) · Futures & Foresight Science · doi:10.1002/ffo2.56 · Cited by 89
Hertel, S., & Karlen, Y. (2020) · British Journal of Educational Psychology · doi:10.1111/bjep.12402 · Cited by 89
Mindset Theory and School Psychology
Kapasi, A., & Pei, J. R. (2021) · Canadian Journal of School Psychology · doi:10.1177/08295735211053961 · Cited by 89
Schwinger, M., & Stiensmeier‐Pelster, J. (2011) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.2010.02012.x · Cited by 89
Predicting physical activity intentions using a goal perspectives approach: a study of Finnish youth
Lintunen, T., Valkonen, A., Leskinen, E., & Biddle, S. (1999) · Scandinavian Journal of Medicine and Science in Sports · doi:10.1111/j.1600-0838.1999.tb00255.x · Cited by 89
Social agents, achievement goals, satisfaction and academic achievement in youth sport
Papaioannou, A. G., Ampatzoglou, G., Kalogiannis, P., & Sagovits, A. (2007) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2007.02.003 · Cited by 89
Do undergraduates' motives for studying change as they progress through their degrees?
Lieberman, D. A., & Remedios, R. (2006) · British Journal of Educational Psychology · doi:10.1348/000709906x157772 · Cited by 89
Academic and social achievement goals and early adolescents' adjustment: A latent class approach
Shim, S. S., & Finch, W. H. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2013.10.015 · Cited by 89
Modeling the Mediating Role of Volition in the Learning Process
García, T., McCann, E. J., Turner, J. E., & Roska, L. A. (1998) · Contemporary Educational Psychology · doi:10.1006/ceps.1998.0982 · Cited by 89
Facilitating motivation in young adolescents: Effects of an after-school program
Grolnick, W. S., Farkas, M. S., Sohmer, R., Michaels, S., & Valsiner, J. (2007) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2007.04.004 · Cited by 89
Value-Added Models of Assessment: Implications for Motivation and Accountability
Anderman, E. M., Anderman, L. H., YOUGH, M. S., & Gimbert, B. (2010) · Educational Psychologist · doi:10.1080/00461521003703045 · Cited by 89
Do you plead guilty? Exploring entrepreneurs’ sensemaking-behavior link after business failure
Mandl, C., Berger, E. S. C., & Kuckertz, A. (2015) · Journal of Business Venturing Insights · doi:10.1016/j.jbvi.2015.12.002 · Cited by 89
Emotion Malleability Beliefs Influence the Spontaneous Regulation of Social Anxiety
Kneeland, E. T., Nolen–Hoeksema, S., Dovidio, J. F., & Gruber, J. (2016) · Cognitive Therapy and Research · doi:10.1007/s10608-016-9765-1 · Cited by 89
The structure and substance of intrinsic motivation
Shah, J. Y., & Kruglanski, A. W. (2000) · Elsevier eBooks · doi:10.1016/b978-012619070-0/50027-1 · Cited by 89
Biddle, S. (1999) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.21.1.1 · Cited by 89
Memory Beliefs as Social Cognition: A Reconceptualization of What Memory Questionnaires Assess
Cavanaugh, J. C., Feldman, J. M., & Hertzog, C. K. (1998) · Review of General Psychology · doi:10.1037/1089-2680.2.1.48 · Cited by 89
Cognitive Development in Adolescence
Eccles, J. S., Wigfield, A., & Byrnes, J. P. (2003) · Wiley eBooks · doi:10.1002/0471264385.wei0613 · Cited by 89
Tulis, M., Steuer, G., & Dresel, M. (2018) · Educational Psychology · doi:10.1080/01443410.2017.1384536 · Cited by 88
“…in order to identify and analyse the errors they have made are likely influenced by more stable motivational orientations and tendencies, for example a mastery goal orientation (e.g. Dweck & Leggett, 1988), but also by students’ beliefs about errors as learning opportunities (Tulis & Ainley, 2011).”
BackgroundInfluentialLimpo, T., & Alves, R. A. (2017) · Journal of Writing Research · doi:10.17239/jowr-2017.09.02.01 · Cited by 88
Mindsets applied to fitness: Growth beliefs predict exercise efficacy, value and frequency
Orvidas, K., Burnette, J. L., & Russell, V. M. (2018) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2018.02.006 · Cited by 88
Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., & Wirthwein, L. (2021) · Journal of Educational Psychology · doi:10.1037/edu0000706 · Cited by 88
Clercq, D. D., Rahman, Z., & Belausteguigoitia, I. (2015) · Human Resource Management · doi:10.1002/hrm.21761 · Cited by 88
Why Are Students With LD Depressed?
Sideridis, G. D. (2007) · Journal of Learning Disabilities · doi:10.1177/00222194070400060401 · Cited by 88
Kauffman, Y., & Young, M. F. (2015) · Computers & Education · doi:10.1016/j.compedu.2014.12.016 · Cited by 88
Psychometric Properties of the Tuckman Procrastination Scale in a Turkish Sample
Özer, B. U., Saçkes, M., & Tuckman, B. W. (2013) · Psychological Reports · doi:10.2466/03.20.pr0.113x28z7 · Cited by 88
Maurer, T. J., & Chapman, E. F. (2013) · Journal of Vocational Behavior · doi:10.1016/j.jvb.2013.07.002 · Cited by 88
Mouratidis, A. A., Michou, A., Demircioğlu, A. N., & Sayıl, M. (2017) · Learning and Individual Differences · doi:10.1016/j.lindif.2017.11.017 · Cited by 88
Young, A. J. K. (1997) · Learning and Individual Differences · doi:10.1016/s1041-6080(97)90009-1 · Cited by 88
7 I Believe, Therefore I Can: Self-Efficacy Beliefs in Memory Aging
Cavanaugh, J. C., & Green, E. E. (1990) · Advances in psychology · doi:10.1016/s0166-4115(08)60788-8 · Cited by 88
Wentzel, K. R. (2003) · Wiley eBooks · doi:10.1002/0471264385.wei0711 · Cited by 88
Approaches to Learning by Students in the Biological Sciences: Implications for teaching
Watters, D. J., & Watters, J. J. (2006) · International Journal of Science Education · doi:10.1080/09500690600621282 · Cited by 87
Teachers' professional goal orientations: Importance for further training and sick leave
Nitsche, S., Dickhäuser, O., Fasching, M. S., & Dresel, M. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.07.017 · Cited by 87
Multiple goal orientations and foreign language anxiety
Koul, R., Roy, L. A., Kaewkuekool, S., & Ploisawaschai, S. (2009) · System · doi:10.1016/j.system.2009.09.011 · Cited by 87
A comparison of epistemological beliefs between gifted and non‐gifted high school students
Schommer, M., & Dunnell, P. A. (1994) · Roeper Review · doi:10.1080/02783199409553575 · Cited by 87
Jahedizadeh, S., Ghanizadeh, A., & Ghonsooly, B. (2016) · Asian-Pacific Journal of Second and Foreign Language Education · doi:10.1186/s40862-016-0021-8 · Cited by 87
Heather, N. (2017) · Addictive Behaviors Reports · doi:10.1016/j.abrep.2017.05.002 · Cited by 87
Sharpe, D., & Taylor, J. K. (1999) · Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement · doi:10.1037/h0087085 · Cited by 87
Goal orientations, coping with school failure and school achievement
Brdar, I., Rijavec, M., & Lončarić, D. (2006) · European Journal of Psychology of Education · doi:10.1007/bf03173569 · Cited by 86
Myers, S. A., Edwards, C. C., Wahl, S. T., & Martin, M. M. (2007) · Communication Education · doi:10.1080/03634520701466398 · Cited by 86
Classroom environment, achievement goals and maths performance: gender differences
Diaconu‐Gherasim, L. R., Butnaru, S., & Măirean, C. (2012) · Educational Studies · doi:10.1080/03055698.2012.663480 · Cited by 86
Les prédicteurs de la réussite dans l’enseignement supérieur
Dupont, S., Clercq, M. D., & Galand, B. (2015) · Revue française de pédagogie · doi:10.4000/rfp.4770 · Cited by 86
Murayama, K., Elliot, A. J., & Friedman, R. (2012) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780195399820.013.0012 · Cited by 86
Evidence of social comparison in mastery goals in natural academic settings.
Régner, I., Escribe, C., & Dupeyrat, C. (2007) · Journal of Educational Psychology · doi:10.1037/0022-0663.99.3.575 · Cited by 86
St-Jean, É., Radu-Lefebvre, M., & Mathieu, C. (2017) · International Journal of Entrepreneurial Behaviour & Research · doi:10.1108/ijebr-09-2016-0299 · Cited by 85
“To Err is Human”: An Examination of the Effectiveness of Error Management Training
Nordstrom, C. R., Wendland, D., & Williams, K. B. (1998) · Journal of Business and Psychology · doi:10.1023/a:1025019212263 · Cited by 85
Mystery to mastery:Shifting paradigms in gifted education
Matthews, D. J., & Foster, J. F. (2005) · Roeper Review · doi:10.1080/02783190609554340 · Cited by 85
Performance goals: The moderating roles of context and achievement orientation
Senko, C., & Harackiewicz, J. M. (2002) · Journal of Experimental Social Psychology · doi:10.1016/s0022-1031(02)00503-6 · Cited by 85
Enhancing the Motivation of African American Students: An Achievement Goal Theory Perspective
Kaplan, A., & Maehr, M. L. (1999) · The Journal of Negro Education · doi:10.2307/2668207 · Cited by 85
Relationships of Parents’ Theories of Intelligence With Children’s Persistence/Learned Helplessness
Jose, P. E., & Bellamy, M. A. (2011) · Journal of Cross-Cultural Psychology · doi:10.1177/0022022111421633 · Cited by 85
Implicit Theories of Peer Relationships
Rudolph, K. D. (2009) · Social Development · doi:10.1111/j.1467-9507.2008.00534.x · Cited by 85
Students’ Motivation for Standardized Math Exams
Ryan, K. E., Ryan, A. M., Arbuthnot, K. N., & Samuels, M. (2007) · Educational Researcher · doi:10.3102/0013189x06298001 · Cited by 85
Rissanen, I., Kuusisto, E., Hanhimäki, E., & Tirri, K. A. (2016) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2016.1258667 · Cited by 85
The self, appraisal, and coping.
Smith, C. A. (1991) · Cited by 85
A Study of the Development of Young Artists: The Emergence of on Artistic and Creative Identity
Rostan, S. M. (1998) · The Journal of Creative Behavior · doi:10.1002/j.2162-6057.1998.tb00822.x · Cited by 84
Lou, N. M., & Noels, K. A. (2017) · Applied Linguistics · doi:10.1093/applin/amx047 · Cited by 84
Chen, S., Ding, Y., & Liu, X. (2021) · Current Psychology · doi:10.1007/s12144-021-01532-x · Cited by 84
Vestad, L., & Bru, E. (2023) · Social Psychology of Education · doi:10.1007/s11218-023-09859-y · Cited by 84
Chughtai, A. A., & Buckley, F. (2010) · Personnel Review · doi:10.1108/00483481011017444 · Cited by 84
Reisenzein, R., & Weber, H. (2012) · Cambridge University Press eBooks · doi:10.1017/cbo9780511596544.007 · Cited by 84
Individual differences in self-efficacy development: The effects of goal orientation and affectivity
Gerhardt, M. W., & Brown, K. G. (2005) · Learning and Individual Differences · doi:10.1016/j.lindif.2005.06.006 · Cited by 84
Allen, J. B., Taylor, J. D., Dimeo, P., Dixon, S., & Robinson, L. (2014) · Journal of Sports Sciences · doi:10.1080/02640414.2014.976588 · Cited by 84
Personality, Adaptability, and Performance: Performance on Well-Defined Problem Solving Tasks
Mumford, M. D., Baughman, W. A., Threlfall, K. V., Uhlman, C. E., & Costanza, D. P. (1993) · Human Performance · doi:10.1207/s15327043hup0603_4 · Cited by 84
Kohn, A. (2000) · Journal of Teacher Education · doi:10.1177/0022487100051004007 · Cited by 84
Yee, R. W. Y., Lee, P. K. C., Yeung, A. C. L., & Cheng, T. C. E. (2011) · International Journal of Production Economics · doi:10.1016/j.ijpe.2011.12.012 · Cited by 84
Bråten, I., & Olaussen, B. S. (1998) · Contemporary Educational Psychology · doi:10.1006/ceps.1997.0963 · Cited by 84
The Self in Relation to Others: Cognitive and Motivational Underpinningsa
Andersen, S. M., Reznik, I., & Chen, S. (1997) · Annals of the New York Academy of Sciences · doi:10.1111/j.1749-6632.1997.tb48258.x · Cited by 84
Clarke, V. A., & Chambers, S. M. (1989) · Journal of Educational Computing Research · doi:10.2190/l4fc-y6ev-vlua-7n29 · Cited by 84
Developing Social-Emotional Skills for the Labor Market: The PRACTICE Model
Guerra, N. G., Modecki, K. L., & Cunningham, W. (2014) · The World Bank Open Knowledge Repository (World Bank) · doi:10.1596/1813-9450-7123 · Cited by 84
Potential growth areas for implicit theories research
Wheeler, S. C., & Omair Akhtar, B. (2015) · Journal of Consumer Psychology · doi:10.1016/j.jcps.2015.06.008 · Cited by 83
The goal concept: A helpful tool for theory development and testing in motivation science.
Gollwitzer, P. M. (2018) · Motivation Science · doi:10.1037/mot0000115 · Cited by 83
Soft Skills and Extracurricular Activities Sustain Motivation and Self-Regulated Learning at School
Feraco, T., Resnati, D., Fregonese, D., Spoto, A., & Meneghetti, C. (2021) · The Journal of Experimental Education · doi:10.1080/00220973.2021.1873090 · Cited by 83
A systematic review of growth mindset intervention implementation strategies
Burnette, J. L., Knouse, L. E., Billingsley, J., Earl, S., Pollack, J. M., & Hoyt, C. L. (2022) · Social and Personality Psychology Compass · doi:10.1111/spc3.12723 · Cited by 83
Learning goal orientation, formal mentoring, and leadership competence in HRD
Kim, S. (2007) · Journal of European Industrial Training · doi:10.1108/03090590710739269 · Cited by 83
Self‐regulated learning of basic arithmetic skills: A longitudinal study
Throndsen, I. S. (2010) · British Journal of Educational Psychology · doi:10.1348/2044-8279.002008 · Cited by 83
Towards Systems That Care: A Conceptual Framework based on Motivation, Metacognition and Affect
du Boulay, B., Avramides, K., Luckin, R., Martínez-Mirón, E. A., Rebolledo‐Mendez, G., & Carr, A. (2010) · International Journal of Artificial Intelligence in Education · doi:10.3233/jai-2010-0007 · Cited by 83
Kuczka, K. K., & Treasure, D. C. (2005) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2004.03.007 · Cited by 83
Grade differences in reading motivation among Hong Kong primary and secondary students
Lau, K. (2009) · British Journal of Educational Psychology · doi:10.1348/000709909x460042 · Cited by 83
Murphy, L., & Thomas, L. (2008) · ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE) · doi:10.1145/1384271.1384344 · Cited by 83
Progress feedback effects on students' writing mastery goal, self-efficacy beliefs, and performance
Duijnhouwer, H., Prins, F. J., & Stokking, K. M. (2010) · Educational Research and Evaluation · doi:10.1080/13803611003711393 · Cited by 83
An experimental test of self-theories of ability in youth sport
Spray, C. M., Wang, J., Biddle, S., Chatzisarantis, N. L. D., & Warburton, V. E. (2005) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2005.05.001 · Cited by 83
Reading Motivation, Reading Amount, and Text Comprehension in Deaf and Hearing Adults
Parault, S. J., & Williams, H. (2009) · The Journal of Deaf Studies and Deaf Education · doi:10.1093/deafed/enp031 · Cited by 83
Lin, Y. (2015) · Career Development International · doi:10.1108/cdi-04-2015-0056 · Cited by 83
Jedi public health: Co-creating an identity-safe culture to promote health equity
Geronimus, A. T., James, S. A., Destin, M., Graham, L. F., Hatzenbuehler, M. L., Murphy, M. C., Pearson, J. A., Omari, A., & Thompson, J. P. (2016) · SSM - Population Health · doi:10.1016/j.ssmph.2016.02.008 · Cited by 83
Smiley, P. A., Buttitta, K. V., Chung, S. Y., Dubon, V. X., & Chang, L. K. (2016) · Motivation and Emotion · doi:10.1007/s11031-016-9575-5 · Cited by 83
Kwon, J.-H., Seo, Y., & Ko, D.-W. (2016) · Journal of Advertising · doi:10.1080/00913367.2016.1226995 · Cited by 83
Manager mindsets and employee organizational citizenship behaviours
Özduran, A., & Tanova, C. (2017) · International Journal of Contemporary Hospitality Management · doi:10.1108/ijchm-03-2016-0141 · Cited by 83
Consumer motives and willingness to co-create in professional and generic services
Neghina, C., Bloemer, J. M. M., van Birgelen, M., & Caniëls, M. C. J. (2017) · Journal of service management · doi:10.1108/josm-12-2015-0404 · Cited by 83
Cook, D. A., Castillo, R. M., Gas, B. L., & Artino, A. R. (2017) · Medical Education · doi:10.1111/medu.13405 · Cited by 83
Kingsley, T. L., & Grabner-Hagen, M. M. (2017) · The Reading Teacher · doi:10.1002/trtr.1645 · Cited by 83
Frey, R. F., Fink, A., Cahill, M. J., McDaniel, M. A., & Solomon, E. D. (2018) · Journal of Chemical Education · doi:10.1021/acs.jchemed.8b00375 · Cited by 83
Wong, B. Y. L. (1994) · Learning Disability Quarterly · doi:10.2307/1511181 · Cited by 83
Oettingen, G., Little, T. D., Lindenberger, U., & Baltes, P. B. (1994) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.66.3.579 · Cited by 83
A Comparative Analysis of Contemporary Achievement Goal Orientation Measures
Jagacinski, C. M., & Duda, J. L. (2001) · Educational and Psychological Measurement · doi:10.1177/00131640121971626 · Cited by 83
Conceptions of Ability as Stable and Self-Evaluative Processes: A Longitudinal Examination
Pomerantz, E. M., & Saxon, J. L. (2001) · Child Development · doi:10.1111/1467-8624.00271 · Cited by 83
Chen, W., & Wong, Y. (2013) · International Journal of Psychology · doi:10.1002/ijop.12014 · Cited by 82
Motivation to learn about current events.
Griesinger, T., & Anderman, E. M. (1997) · Peace and Conflict Journal of Peace Psychology · doi:10.1207/s15327949pac0302_5 · Cited by 82
Huang, X., Dong, P., & Mukhopadhyay, A. (2014) · Journal of Consumer Research · doi:10.1086/677225 · Cited by 82
RetractedKiuru, N. H., Pakarinen, E., Vasalampi, K., Šilinskas, G., Aunola, K., Poikkeus, A., Metsäpelto, R., Lerkkanen, M., & Nurmi, J. (2014) · Psychological Science · doi:10.1177/0956797613519111 · Cited by 82
Student perceptions of classroom achievement goal structure: Is it appropriate to aggregate?
Lam, A. C., Ruzek, E. A., Schenke, K., Conley, A. M., & Karabenick, S. A. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000028 · Cited by 82
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
