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 1,701–1,800 of 10,306
An Integrative Framework for Problem-Based Learning and Action Learning
Scott, K. S. (2017) · Human Resource Development Review · doi:10.1177/1534484317693090 · Cited by 82
Niemivirta, M., Pulkka, A., Tapola, A., & Tuominen, H. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316823279.025 · Cited by 82
Influence of managers’ mindset on leadership behavior
Kouzes, T. K., & Posner, B. Z. (2019) · Leadership & Organization Development Journal · doi:10.1108/lodj-03-2019-0142 · Cited by 82
Mentoring for entrepreneurs: A boost or a crutch? Long-term effect of mentoring on self-efficacy
St-Jean, É., & Tremblay, M. (2020) · International Small Business Journal Researching Entrepreneurship · doi:10.1177/0266242619901058 · Cited by 82
Höpfner, J., & Keith, N. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.704790 · Cited by 82
Levine, S. C., & Pantoja, N. (2021) · Developmental Review · doi:10.1016/j.dr.2021.100997 · Cited by 82
Mastery-approach goals: A large-scale cross-cultural analysis of antecedents and consequences.
Guo, J., Hu, X., Elliot, A. J., Marsh, H. W., Murayama, K., Basarkod, G., Parker, P. D., & Dicke, T. (2022) · Journal of Personality and Social Psychology · doi:10.1037/pspp0000436 · Cited by 82
Butler, R. (2000) · Elsevier eBooks · doi:10.1016/b978-012619070-0/50029-5 · Cited by 82
Do honors students have more potential for excellence in their professional lives?
Scager, K., Akkerman, S. F., Keesen, F., Mainhard, T., Pilot, A., & Wubbels, T. (2011) · Higher Education · doi:10.1007/s10734-011-9478-z · Cited by 82
Implicit Theories of Intelligence
Hong, Y., Chiu, C., & Dweck, C. S. (1995) · Springer eBooks · doi:10.1007/978-1-4899-1280-0_10 · Cited by 82
Self-citationOstrander, R. S., Crystal, D. S., & August, G. J. (2006) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-006-9051-x · Cited by 82
Li, Y., Li, P. P., Liu, Y., & Yang, D. (2009) · Journal of Operations Management · doi:10.1016/j.jom.2009.11.006 · Cited by 82
Shih, S. (2005) · The Elementary School Journal · doi:10.1086/496906 · Cited by 82
Exploring Teacher Effects for Mindset Intervention Outcomes in Seventh-Grade Science Classes
Schmidt, J. A., Shumow, L., & Kackar-Cam, H. Z. (2015) · Middle Grades Research Journal · doi:10.1108/mgrj-10-2015-0004 · Cited by 82
Gender differences in depression in college students
Boggiano, A. K., & Barrett, M. (1991) · Sex Roles · doi:10.1007/bf00289566 · Cited by 82
How transformational leadership facilitates e-business adoption
Alos-Simo, L., Verdu-Jover, A. J., & Gomez-Gras, J.-M. (2017) · Industrial Management & Data Systems · doi:10.1108/imds-01-2016-0038 · Cited by 81
From self‐regulation to learning to learn: observations on the construction of self and learning
Thoutenhoofd, E. D., & Pirrie, A. (2013) · British Educational Research Journal · doi:10.1002/berj.3128 · Cited by 81
McMahon, K., Yeh, C. S., & Etchells, P. J. (2019) · Mind Brain and Education · doi:10.1111/mbe.12219 · Cited by 81
Simulation in Neonatal Resuscitation
Garvey, A. A., & Dempsey, E. M. (2020) · Frontiers in Pediatrics · doi:10.3389/fped.2020.00059 · Cited by 81
Implementing an epistemologically authentic approach to student-centered inquiry learning
Brookes, D. T., Etkina, E., & Planinšič, G. (2020) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.16.020148 · Cited by 81
Enhancing children's math motivation with a joint intervention on mindset and gender stereotypes
Lee, J., Lee, H. J., Song, J., & Bong, M. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101416 · Cited by 81
Metacognition and self-control: An integrative framework.
Hennecke, M., & Bürgler, S. (2022) · Psychological Review · doi:10.1037/rev0000406 · Cited by 81
Bjerknes, A., Wilhelmsen, T., & Foyn-Bruun, E. E. (2023) · Journal of Research in Childhood Education · doi:10.1080/02568543.2023.2192249 · Cited by 81
Taşgın, A., & Eryiğit, Ç. D. (2023) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2023.101400 · Cited by 81
Schwinger, M., & Wild, E. (2011) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2011.08.001 · Cited by 81
Sue‐Chan, C., Wood, R. E., & Latham, G. P. (2010) · Journal of Management · doi:10.1177/0149206310375465 · Cited by 81
Darnon, C., Butera, F., Mugny, G., Quiamzade, A., & Hulleman, C. S. (2009) · European Journal of Psychology of Education · doi:10.1007/bf03178759 · Cited by 81
Shin, H., & Ryan, A. M. (2014) · Journal of Youth and Adolescence · doi:10.1007/s10964-014-0132-9 · Cited by 81
Witkow, M. R., & Fuligni, A. J. (2007) · Journal of Educational Psychology · doi:10.1037/0022-0663.99.3.584 · Cited by 81
Mukhopadhyay, A., & Yeung, C. W. M. (2010) · Journal of Marketing Research · doi:10.1509/jmkr.47.2.240 · Cited by 81
McCrea, S. M., Hirt, E. R., & Milner, B. J. (2007) · Journal of Experimental Social Psychology · doi:10.1016/j.jesp.2007.05.006 · Cited by 81
How Instructional Methods Influence Skill Development in Management Education
Cajiao, J., & Burke, M. J. (2015) · Academy of Management Learning and Education · doi:10.5465/amle.2013.0354 · Cited by 81
Achievement goals and emotions: The mediational roles of perceived progress, control, and value
Hall, N. C., Sampasivam, L., Muis, K. R., & Ranellucci, J. (2016) · British Journal of Educational Psychology · doi:10.1111/bjep.12108 · Cited by 81
Implicit intelligence beliefs of computer science students: Exploring change across the semester
Flanigan, A. E., Peteranetz, M. S., Shell, D. F., & Soh, L. (2016) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2016.10.003 · Cited by 81
Human Agency at Work: Towards a Clarification and Operationalisation of the Concept
Göller, M., & Harteis, C. (2017) · Professional and practice-based learning · doi:10.1007/978-3-319-60943-0_5 · Cited by 81
Chinese Students’ and Teachers’ Inferences of Effort and Ability
Hong, Y. (2001) · Springer eBooks · doi:10.1007/978-1-4615-1273-8_6 · Cited by 81
Beliefs about the origins of human psychological traits.
Heyman, G. D., & Gelman, S. A. (2000) · Developmental Psychology · doi:10.1037/0012-1649.36.5.663 · Cited by 81
Piaget and after: the case of learning science
Bliss, J. (1995) · Studies in Science Education · doi:10.1080/03057269508560052 · Cited by 81
Akhtar, N., & Bradley, E. J. (1991) · Clinical Psychology Review · doi:10.1016/0272-7358(91)90007-h · Cited by 80
Addressing Academic Dishonesty Among the Highest Achievers
Miller, A. D., Murdock, T. B., & Grotewiel, M. M. (2017) · Theory Into Practice · doi:10.1080/00405841.2017.1283574 · Cited by 80
Using Q methodology to investigate pre-service EFL teachers’ mindsets about teaching competences
Irie, K., Ryan, S., & Mercer, S. (2018) · Studies in Second Language Learning and Teaching · doi:10.14746/ssllt.2018.8.3.3 · Cited by 80
Motivation as a Measurable Outcome in Stroke Rehabilitation: A Systematic Review of the Literature
Verrienti, G., Raccagni, C., Lombardozzi, G., Bartolo, D. D., & Iosa, M. (2023) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph20054187 · Cited by 80
Cervelló, E. M., Escartí, A., & Balagué, G. (1999) · Dipòsit Digital de Documents de la UAB (Universitat Autònoma de Barcelona) · Cited by 80
Goal orientation and organizational commitment
Lee, O. F., Tan, J. A., & Javalgi, R. (2010) · International journal of organizational analysis · doi:10.1108/19348831011033249 · Cited by 80
Epistemological Beliefs and Valuing School: Considerations for College Admissions and Retention
Schommer, M., & Walker, K. (1997) · Research in Higher Education · doi:10.1023/a:1024929619223 · Cited by 80
Manipulation of motivational climate in physical education: Effects of a seven-month intervention
Barkoukis, V., Tsorbatzoudis, H., & Grouios, G. (2008) · European Physical Education Review · doi:10.1177/1356336x08095671 · Cited by 80
Teaching for wisdom: what matters is not just what students know, but how they use it
Sternberg, R. J., Reznitskaya, A., & Jarvin, L. (2007) · London Review of Education · doi:10.1080/14748460701440830 · Cited by 80
Campbell, H. L., Barry, C. L., Joe, J. N., & Finney, S. J. (2008) · Educational and Psychological Measurement · doi:10.1177/0013164408315269 · Cited by 80
Tyson, D. F., Linnenbrink‐Garcia, L., & Hill, N. E. (2009) · Human Development · doi:10.1159/000242348 · Cited by 80
Gegenfurtner, A., Könings, K. D., Kosmajac, N., & Gebhardt, M. (2016) · International Journal of Training and Development · doi:10.1111/ijtd.12089 · Cited by 80
Qu, Y., & Telzer, E. H. (2017) · Cultural Diversity & Ethnic Minority Psychology · doi:10.1037/cdp0000112 · Cited by 80
Consumer mindsets and self‐enhancement: Signaling versus learning
Mathur, P., Chun, H. H., & Maheswaran, D. (2015) · Journal of Consumer Psychology · doi:10.1016/j.jcps.2015.06.007 · Cited by 80
Developmental and Social–Contextual Origins of Depressive Control-Related Beliefs and Behavior
Rudolph, K. D., Kurlakowsky, K. D., & Conley, C. S. (2001) · Cognitive Therapy and Research · doi:10.1023/a:1005538704056 · Cited by 80
The Two Disciplines of Personality Psychology
Cervone, D. (1991) · Psychological Science · doi:10.1111/j.1467-9280.1991.tb00169.x · Cited by 80
Trope, Y., & Liberman, A. (1993) · Personality and Social Psychology Bulletin · doi:10.1177/0146167293195007 · Cited by 80
Butler, R. (2006) · British Journal of Educational Psychology · doi:10.1348/000709905x52319 · Cited by 79
The Fixed Mindset of Anxiety Predicts Future Distress: A Longitudinal Study
Schroder, H. S., Callahan, C. P., Gornik, A. E., & Moser, J. S. (2018) · Behavior Therapy · doi:10.1016/j.beth.2018.11.001 · Cited by 79
Lam, K. K. L., & Zhou, M. (2020) · Personality and Individual Differences · doi:10.1016/j.paid.2020.110262 · Cited by 79
A Meta-Analysis on Teachers’ Growth Mindset
Bardach, L., Bostwick, K. C. P., Fütterer, T., Kopatz, M., Hobbi, D. M., Klassen, R. M., & Pietschnig, J. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09925-7 · Cited by 79
Emotional and Cognitive Self-Regulation Following Academic Shame
Turner, J. E., & Husman, J. E. (2008) · Journal of Advanced Academics · doi:10.4219/jaa-2008-864 · Cited by 79
Shin, Y., & Kim, M. (2014) · Asia Pacific Journal of Management · doi:10.1007/s10490-014-9393-9 · Cited by 79
Family Functioning and Academic Achievement in Middle School A Social-Emotional Perspective
Wentzel, K. R. (1994) · The Journal of Early Adolescence · doi:10.1177/027243169401400209 · Cited by 79
Identifying the Sources of Self-esteem: The Mixed Medley of Benevolence, Merit, and Bias
Kwan, V. S. Y., Kuang, L. L., & Hui, N. H.-H. (2009) · Self and Identity · doi:10.1080/15298860802504874 · Cited by 79
The nature and development of student motivation
Jacobs, P. A., & Newstead, S. E. (2000) · British Journal of Educational Psychology · doi:10.1348/000709900158119 · Cited by 79
Socialization Tactics of New Retail Employees: A Pathway to Organizational Commitment
Tang, C., Liu, Y., Oh, H., & Weitz, B. A. (2013) · Journal of Retailing · doi:10.1016/j.jretai.2013.11.002 · Cited by 79
Botsas, G., & Padeliadu, S. (2003) · International Journal of Educational Research · doi:10.1016/j.ijer.2004.06.010 · Cited by 79
Stornes, T., Bru, E., & Idsøe, T. (2008) · Scandinavian Journal of Educational Research · doi:10.1080/00313830802025124 · Cited by 79
Self-Efficacy, Achievement Goals, and Metacognition as Predicators of Academic Motivation
Albadareen, G. S., Ghaith, S. M., & Akour, M. M. (2015) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2015.04.345 · Cited by 79
Predictors of Career Adaptability Skill among Higher Education Students in Nigeria
Ebenehi, A. S., Rashid, A. M., & Bakar, A. R. (2016) · International Journal for Research in Vocational Education and Training · doi:10.13152/ijrvet.3.3.3 · Cited by 79
Mofield, E. L., & Peters, M. P. (2018) · Gifted Child Quarterly · doi:10.1177/0016986218758440 · Cited by 79
“Better than” Performance Motives as Roots of Satisfaction Across more and Less Developed Countries
de Vliert, E. V., & Janssen, O. (2002) · Journal of Cross-Cultural Psychology · doi:10.1177/00222102033004002 · Cited by 79
Marquardt, D. J., Casper, W. J., & Kuenzi, M. L. (2020) · Journal of Business Ethics · doi:10.1007/s10551-020-04524-2 · Cited by 78
How anxiety and growth mindset are linked to navigation ability: Impacts of exploration and GPS use
He, C., & Hegarty, M. (2020) · Journal of Environmental Psychology · doi:10.1016/j.jenvp.2020.101475 · Cited by 78
Unbundling task conflict and relationship conflict
Huang, J. (2010) · International Journal of Conflict Management · doi:10.1108/10444061011063207 · Cited by 78
Academic identity, self-efficacy, and self-esteem predict self-determined motivation and goals
Komarraju, M., & Dial, C. M. (2014) · Learning and Individual Differences · doi:10.1016/j.lindif.2014.02.004 · Cited by 78
Enhancing Entrepreneurship: The Role of Goal Orientation and Self-Efficacy
Culbertson, S. S., Smith, M. R., & Leiva, P. I. (2010) · Journal of Career Assessment · doi:10.1177/1069072710385543 · Cited by 78
Learning to prove: The idea of heuristic examples
Reiss, K. M., & Renkl, A. (2002) · ZDM · doi:10.1007/bf02655690 · Cited by 78
The relations between perfectionism and achievement goals
Hanchon, T. A. (2010) · Personality and Individual Differences · doi:10.1016/j.paid.2010.07.023 · Cited by 78
Positive Illusory Bias and the Self-Protective Hypothesis in Children With Learning Disabilities
Heath, N. L., & Soles, T. G. (2005) · Journal of Clinical Child & Adolescent Psychology · doi:10.1207/s15374424jccp3402_6 · Cited by 78
Sriram, R. R. (2014) · Journal of College Student Retention Research Theory & Practice · doi:10.2190/cs.15.4.c · Cited by 78
Healthy Perfectionism in the Gifted
Parker, W. D. (2000) · Journal of Advanced Academics · doi:10.4219/jsge-2000-632 · Cited by 78
A Framework for Facilitating Experiential Learning
Matsuo, M. (2015) · Human Resource Development Review · doi:10.1177/1534484315598087 · Cited by 78
Milich, R. S. (1994) · School Psychology Review · doi:10.1080/02796015.1994.12085692 · Cited by 78
Implicit Theories: Consequences for Social Judgments of Individuals
McConnell, A. R. (2001) · Journal of Experimental Social Psychology · doi:10.1006/jesp.2000.1445 · Cited by 78
The Emergence of Consciousness and Its Role in Human Development
Lewis, M. (2003) · Annals of the New York Academy of Sciences · doi:10.1196/annals.1279.007 · Cited by 78
Relationship of Perceived and Actual Motor Competence in Children
Raudsepp, L., & Liblik, R. (2002) · Perceptual and Motor Skills · doi:10.2466/pms.2002.94.3c.1059 · Cited by 78
How Implicit Models of Reading Affect Motivation to Read and Reading Engagement
Schraw, G. J., & Bruning, R. (1999) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0303_5 · Cited by 78
Student justice perceptions following assignment feedback
Nesbit, P., & Burton, S. (2006) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930600760868 · Cited by 78
Perceived motivational climate and cognitive and affective correlates among Norwegian athletes
Ommundsen, Y., Roberts, G. C., & Kavussanu, M. (1998) · Journal of Sports Sciences · doi:10.1080/026404198366867 · Cited by 78
Effects of Task-Focused Goals on Low-Achieving Students With and Without Learning Disabilities
Fuchs, L. S., Fuchs, D., Karns, K., Hamlett, C. L., Katzaroff, M., & Dutka, S. (1997) · American Educational Research Journal · doi:10.3102/00028312034003513 · Cited by 78
Grit and Intention: Why Do Learners Complete MOOCs?
Wang, Y., & Baker, R. S. (2018) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v19i3.3393 · Cited by 77
Stress, Mindsets, and Success in Navy SEALs Special Warfare Training
Smith, E. N., Young, M. D., & Crum, A. J. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02962 · Cited by 77
Understanding Tilt in Esports: A Study on Young League of Legends Players
Wu, M., Lee, J. S., & Steinkuehler, C. A. (2021) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3411764.3445143 · Cited by 77
Su, Q., & Li, F. S. (2022) · Journal of Sustainable Tourism · doi:10.1080/09669582.2022.2159420 · Cited by 77
Zhang, J., Wang, Y., & Gao, F. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1077357 · Cited by 77
Goal orientation and organizational commitment as explanatory factors of employees' mobility
Lin, S., & Chang, J.-N. (2005) · Personnel Review · doi:10.1108/00483480510591462 · Cited by 77
Parenting, goal orientations, classroom behavior, and school success in early adolescence
de Bruyn, E. H., Deković, M., & Meijnen, G. W. (2003) · Journal of Applied Developmental Psychology · doi:10.1016/s0193-3973(03)00074-1 · Cited by 77
A taxonomy of situations from Chinese idioms
Yu, Y., Read, S. J., & Miller, L. C. (2005) · Journal of Research in Personality · doi:10.1016/j.jrp.2005.09.007 · Cited by 77
Marques‐Quinteiro, P., & Curral, L. A. (2012) · The Journal of Psychology · doi:10.1080/00223980.2012.656157 · Cited by 77
Emile, M., Chalabaëv, A., Stéphan, Y., Corrion, K., & d’Arripe-Longueville, F. (2013) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2013.11.002 · Cited by 77
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
