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 101–200 of 10,306
Wigfield, A., & Cambria, J. (2010) · Developmental Review · doi:10.1016/j.dr.2009.12.001 · Cited by 1,148
Hyde, J. S., Mezulis, A. H., & Abramson, L. Y. (2008) · Psychological Review · doi:10.1037/0033-295x.115.2.291 · Cited by 1,146
A Rose by Any Name? The Values Construct
Rohan, M. J. (2000) · Personality and Social Psychology Review · doi:10.1207/s15327957pspr0403_4 · Cited by 1,134
Thriving at work: Toward its measurement, construct validation, and theoretical refinement
Porath, C., Spreitzer, G., Gibson, C., & Garnett, F. G. (2012) · Journal of Organizational Behavior · doi:10.1002/job.756 · Cited by 1,126
Why do women opt out? Sense of belonging and women's representation in mathematics.
Good, C., Rattan, A., & Dweck, C. S. (2012) · Journal of Personality and Social Psychology · doi:10.1037/a0026659 · Cited by 1,113
Self-citationGoal Setting and Self-Efficacy During Self-Regulated Learning
Schunk, D. H. (1990) · Educational Psychologist · doi:10.1207/s15326985ep2501_6 · Cited by 1,098
Promoting general metacognitive awareness
Schraw, G. (1998) · Instructional Science · doi:10.1023/a:1003044231033 · Cited by 1,088
Sedikides, C., & Strube, M. (1997) · Advances in experimental social psychology · doi:10.1016/s0065-2601(08)60018-0 · Cited by 1,085
What Matters to Student Success: A Review of the Literature
Kuh, G. D., Kinzie, J. L., Buckley, J., Bridges, B. K., & Hayek, J. C. (2006) · Cited by 1,082
Building a Practically Useful Theory of Goal Setting and Task Motivation
Locke, E. A., & Latham, G. P. (2002) · American Psychologist · Cited by 1,070
The Development of Children Ages 6 to 14
Eccles, J. S. (1999) · The Future of Children · doi:10.2307/1602703 · Cited by 1,046
Conceptualizing and evaluating career success
Heslin, P. A. (2005) · Journal of Organizational Behavior · doi:10.1002/job.270 · Cited by 1,045
Lay dispositionism and implicit theories of personality.
Chiu, C., Hong, Y., & Dweck, C. S. (1997) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.73.1.19 · Cited by 1,043
Self-citationSelf-Control and Grit: Related but Separable Determinants of Success
Duckworth, A., & Gross, J. J. (2014) · Current Directions in Psychological Science · doi:10.1177/0963721414541462 · Cited by 1,025
Stereotype formation and endorsement: The role of implicit theories.
Levy, S. R., Stroessner, S. J., & Dweck, C. S. (1998) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.74.6.1421 · Cited by 1,022
Self-citationThe Contributions and Prospects of Goal Orientation Theory
Kaplan, A., & Maehr, M. L. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9012-5 · Cited by 1,021
Zhou, J. (2003) · Journal of Applied Psychology · doi:10.1037/0021-9010.88.3.413 · Cited by 1,017
Mega, C., Ronconi, L., & De Beni, R. (2014) · Journal of Educational Psychology · doi:10.1037/a0033546 · Cited by 1,007
Lyubomirsky, S. (2001) · American Psychologist · doi:10.1037/0003-066x.56.3.239 · Cited by 995
CURRENT RESEARCH IN SOCIAL PSYCHOLOGY
Markovsky, B. (1996) · Cited by 994
A Motivated Exploration of Motivation Terminology
Murphy, P. K., & Alexander, P. A. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1019 · Cited by 986
Hirst, G., van Knippenberg, D., & Zhou, J. (2009) · Academy of Management Journal · doi:10.5465/amj.2009.37308035 · Cited by 985
Mind-Set Interventions Are a Scalable Treatment for Academic Underachievement
Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015) · Psychological Science · doi:10.1177/0956797615571017 · Cited by 981
Self-citationMale, female: The evolution of human sex differences.
Geary, D. C. (1998) · American Psychological Association eBooks · doi:10.1037/10370-000 · Cited by 981
The relational self: An interpersonal social-cognitive theory.
Andersen, S. M., & Chen, S. (2002) · Psychological Review · doi:10.1037/0033-295x.109.4.619 · Cited by 976
Motivation as an Enabler for Academic Success
Linnenbrink, E. A., & Pintrich, P. R. (2002) · School Psychology Review · doi:10.1080/02796015.2002.12086158 · Cited by 973
Yorke, M. (2003) · Higher Education · doi:10.1023/a:1023967026413 · Cited by 973
Handbook of Research on Learning and Instruction
Mayer, R. E., & Alexander, P. A. (2011) · Routledge eBooks · doi:10.4324/9780203839089 · Cited by 969
Motivation and Schooling in the Middle Grades
Anderman, E. M., & Maehr, M. L. (1994) · Review of Educational Research · doi:10.3102/00346543064002287 · Cited by 946
The problem of equivalent models in applications of covariance structure analysis.
MacCallum, R. C., Wegener, D. T., Uchino, B. N., & Fabrigar, L. R. (1993) · Psychological Bulletin · doi:10.1037/0033-2909.114.1.185 · Cited by 937
Evolutionary Personality Psychology
Buss, D. M. (1991) · Annual Review of Psychology · doi:10.1146/annurev.ps.42.020191.002331 · Cited by 930
Expressed humility in organizations: Implications for performance, teams, and leadership
Owens, B. P., Johnson, M. D., & Mitchell, T. R. (2013) · Organization Science · doi:10.1287/orsc.1120.0795 · Cited by 927
Zaki, J. (2014) · Psychological Bulletin · doi:10.1037/a0037679 · Cited by 923
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002) · Journal of Educational Psychology · doi:10.1037/0022-0663.94.3.562 · Cited by 921
Phillips, J. M., & Gully, S. M. (1997) · Journal of Applied Psychology · doi:10.1037/0021-9010.82.5.792 · Cited by 915
The relation between goal orientation and students' motivational beliefs and self-regulated learning
Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996) · Learning and Individual Differences · doi:10.1016/s1041-6080(96)90015-1 · Cited by 915
Achievement goals and discrete achievement emotions: A theoretical model and prospective test.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.3.583 · Cited by 900
Achievement goals and optimal motivation: Testing multiple goal models.
Barron, K. E., & Harackiewicz, J. M. (2001) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.80.5.706 · Cited by 900
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.2.316 · Cited by 892
Promoting more integrative strategies for leadership theory-building.
Avolio, B. J. (2007) · American Psychologist · doi:10.1037/0003-066x.62.1.25 · Cited by 888
Teachers’ perceptions and expectations and the black-white test score gap
Ferguson, R. F. (2003) · Urban Education · doi:10.1177/0042085903038004006 · Cited by 886
SELF-EFFICACY FOR READING AND WRITING: INFLUENCE OF MODELING, GOAL SETTING, AND SELF-EVALUATION
Schunk, D. H. (2003) · Reading & Writing Quarterly · doi:10.1080/10573560308219 · Cited by 876
The Development and Validation of a New Machiavellianism Scale
Dahling, J. J., Whitaker, B. G., & Levy, P. E. (2008) · Journal of Management · doi:10.1177/0149206308318618 · Cited by 873
How People Learn: Bridging Research and Practice
Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (2000) · Cited by 872
Wigfield, A., & Eccles, J. S. (2002) · Elsevier eBooks · doi:10.1016/b978-012750053-9/50006-1 · Cited by 870
What can be learned from growth mindset controversies?
Yeager, D. S., & Dweck, C. S. (2020) · American Psychologist · doi:10.1037/amp0000794 · Cited by 868
“Mindset theory (Dweck, 1999; Dweck & Leggett, 1988; see Dweck & Yeager, 2019) grows out of two traditions of motivational research: attribution theory and achievement goal theory.”
BackgroundSelf-citationSelf-Regulation and Academic Learning
Schunk, D. H., & Ertmer, P. A. (2000) · Elsevier eBooks · doi:10.1016/b978-012109890-2/50048-2 · Cited by 866
Reflecting on rumination: Consequences, causes, mechanisms and treatment of rumination
Watkins, E. R., & Roberts, H. (2020) · Behaviour Research and Therapy · doi:10.1016/j.brat.2020.103573 · Cited by 862
Molden, D. C., & Dweck, C. S. (2006) · American Psychologist · doi:10.1037/0003-066x.61.3.192 · Cited by 861
Self-citationA Measure of College Student Course Engagement
Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005) · The Journal of Educational Research · doi:10.3200/joer.98.3.184-192 · Cited by 857
Academic intrinsic motivation in young elementary school children.
Gottfried, A. E. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.3.525 · Cited by 857
Replication and Theory Development in Organizational Science: A Critical Realist Perspective
Tsang, E. W. K., & Kwan, K. M. (1999) · Academy of Management Review · doi:10.5465/amr.1999.2553252 · Cited by 855
Personal Epistemology Research: Implications for Learning and Teaching
Hofer, B. K. (2001) · Educational Psychology Review · doi:10.1023/a:1011965830686 · Cited by 851
Urdan, T., & Schoenfelder, E. N. (2006) · Journal of School Psychology · doi:10.1016/j.jsp.2006.04.003 · Cited by 849
Self-regulated learning and college students' regulation of motivation.
Wolters, C. A. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.2.224 · Cited by 848
The Development and Validation of Scales Assessing Students' Achievement Goal Orientations
Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L. H., Anderman, E. M., & Roeser, R. W. (1998) · Contemporary Educational Psychology · doi:10.1006/ceps.1998.0965 · Cited by 847
Examining the Relationship Between Parental Involvement and Student Motivation
Gonzalez-DeHass, A. R., Willems, P. P., & Holbein, M. F. D. (2005) · Educational Psychology Review · doi:10.1007/s10648-005-3949-7 · Cited by 847
Liem, G. A. D., Lau, S., & Nie, Y. (2007) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2007.08.001 · Cited by 844
Netemeyer, R. G., Warmath, D., Fernandes, D., & Lynch, J. G. (2018) · Journal of Consumer Research · doi:10.1093/jcr/ucx109 · Cited by 842
Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008) · Psychological Bulletin · doi:10.1037/0033-2909.134.2.223 · Cited by 837
(2013) · Cited by 834
Beyond a Two-Goal Theory of Motivation and Achievement: A Case for Social Goals
Urdan, T., & Maehr, M. L. (1995) · Review of Educational Research · doi:10.3102/00346543065003213 · Cited by 829
Self-efficacy and achievement behaviors
Schunk, D. H. (1989) · Educational Psychology Review · doi:10.1007/bf01320134 · Cited by 819
Ford, J. K., Smith, E. M., Weissbein, D. A., Gully, S. M., & Salas, E. (1998) · Journal of Applied Psychology · doi:10.1037/0021-9010.83.2.218 · Cited by 815
God and the government: Testing a compensatory control mechanism for the support of external systems
Kay, A. C., Gaucher, D., Napier, J. L., Callan, M. J., & Laurin, K. (2008) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.95.1.18 · Cited by 809
Rethinking achievement goals: When are they adaptive for college students and why?
Harackiewicz, J. M., Barron, K. E., & Elliot, A. J. (1998) · Educational Psychologist · doi:10.1207/s15326985ep3301_1 · Cited by 809
Wentzel, K. R. (2002) · Child Development · doi:10.1111/1467-8624.00406 · Cited by 797
Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.73.6.1284 · Cited by 797
Interest, learning, and the psychological processes that mediate their relationship.
Ainley, M., Hidi, S., & Berndorff, D. (2002) · Journal of Educational Psychology · doi:10.1037/0022-0663.94.3.545 · Cited by 790
Hope and academic success in college.
Snyder, C. R., Shorey, H. S., Cheavens, J., Pulvers, K. M., Adams, V. H., & Wiklund, C. (2002) · Journal of Educational Psychology · doi:10.1037/0022-0663.94.4.820 · Cited by 790
A Motivated Action Theory Account of Goal Orientation.
DeShon, R. P., & Gillespie, J. Z. (2005) · Journal of Applied Psychology · doi:10.1037/0021-9010.90.6.1096 · Cited by 786
Genetic essentialism: On the deceptive determinism of DNA.
Dar‐Nimrod, I., & Heine, S. J. (2010) · Psychological Bulletin · doi:10.1037/a0021860 · Cited by 785
Heine, S. J., Kitayama, S., Lehman, D. R., Takata, T., Ide, E., Leung, C., & Matsumoto, H. (2001) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.81.4.599 · Cited by 782
The Role of Goal Orientation Following Performance Feedback
VandeWalle, D., Cron, W. L., & Slocum, J. W. (2001) · Journal of Applied Psychology · doi:10.1037/0021-9010.86.4.629 · Cited by 781
Epistemological development and academic performance among secondary students.
Schommer, M. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.3.406 · Cited by 776
Self-Compassion Increases Self-Improvement Motivation
Breines, J. G., & Chen, S. (2012) · Personality and Social Psychology Bulletin · doi:10.1177/0146167212445599 · Cited by 771
RESEARCH ON EMPLOYEE CREATIVITY: A CRITICAL REVIEW AND DIRECTIONS FOR FUTURE RESEARCH
Zhou, J., & Shalley, C. E. (2004) · Research in Personnel and Human Resources Management · doi:10.1016/s0742-7301(03)22004-1 · Cited by 770
RECONCILING PROCESSING DYNAMICS AND PERSONALITY DISPOSITIONS
Mischel, W., & Shoda, Y. (1998) · Annual Review of Psychology · doi:10.1146/annurev.psych.49.1.229 · Cited by 765
Harackiewicz, J. M., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008) · Journal of Educational Psychology · doi:10.1037/0022-0663.100.1.105 · Cited by 756
The Role of Optimum Stimulation Level in Exploratory Consumer Behavior
Steenkamp, J. E. M., & Baumgartner, H. (1992) · Journal of Consumer Research · doi:10.1086/209313 · Cited by 755
The effects of praise on children's intrinsic motivation: A review and synthesis.
Corpus, J. H., & Lepper, M. R. (2002) · Psychological Bulletin · doi:10.1037/0033-2909.128.5.774 · Cited by 751
Anderman, E. M., & Midgley, C. (1997) · Contemporary Educational Psychology · doi:10.1006/ceps.1996.0926 · Cited by 747
Ryan, A. M., & Pintrich, P. R. (1997) · Journal of Educational Psychology · doi:10.1037/0022-0663.89.2.329 · Cited by 745
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016) · Learning and Instruction · doi:10.1016/j.learninstruc.2016.01.004 · Cited by 739
On conceptualizing self-control as more than the effortful inhibition of impulses.
Fujita, K. (2011) · Personality and Social Psychology Review · doi:10.1177/1088868311411165 · Cited by 734
Coming to Terms: How Researchers in Learning and Literacy Talk About Knowledge
Alexander, P. A., Schallert, D. L., & Hare, V. C. (1991) · Review of Educational Research · doi:10.3102/00346543061003315 · Cited by 731
Schommer-Aikins, M. A. (2004) · Educational Psychologist · doi:10.1207/s15326985ep3901_3 · Cited by 731
Interest: A unique motivational variable
Hidi, S. E. (2006) · Educational Research Review · doi:10.1016/j.edurev.2006.09.001 · Cited by 731
Implicit theories of emotion: Affective and social outcomes across a major life transition.
Tamir, M., John, O. P., Srivastava, S., & Gross, J. J. (2007) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.92.4.731 · Cited by 729
Rattan, A., Good, C., & Dweck, C. S. (2011) · Journal of Experimental Social Psychology · doi:10.1016/j.jesp.2011.12.012 · Cited by 723
Self-citationSelf-Efficacy and Education and Instruction
Schunk, D. H. (1995) · The Plenum Series in Social/Clinical Psychology · doi:10.1007/978-1-4419-6868-5_10 · Cited by 720
Downey, G., Freitas, A. L., Michaelis, B., & Khouri, H. (1998) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.75.2.545 · Cited by 719
Back to the future: Personality and Assessment and personality development
Roberts, B. W. (2009) · Journal of Research in Personality · doi:10.1016/j.jrp.2008.12.015 · Cited by 718
Building Intelligent Interactive Tutors : student-centered strategies for revolutionizing e-learning
Woolf, B. P. (2009) · HAL · Cited by 716
Komarraju, M., Karau, S. J., & Schmeck, R. R. (2009) · Learning and Individual Differences · doi:10.1016/j.lindif.2008.07.001 · Cited by 714
Why the unskilled are unaware: Further explorations of (absent) self-insight among the incompetent
Ehrlinger, J., Johnson, K., Banner, M., Dunning, D., & Kruger, J. (2008) · Organizational Behavior and Human Decision Processes · doi:10.1016/j.obhdp.2007.05.002 · Cited by 707
Wentzel, K. R. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.1.76 · Cited by 701
The Importance of Goal Disengagement in Adaptive Self-Regulation: When Giving Up is Beneficial
Wrosch, C., Scheier, M. F., Carver, C. S., & Schulz, R. (2003) · Self and Identity · doi:10.1080/15298860309021 · Cited by 698
Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., Lee, H. Y., O'Brien, J., Flint, K., Roberts, A., et al. (2016) · Journal of Educational Psychology · doi:10.1037/edu0000098 · Cited by 691
Self-citationDweck, C. S. (2017) · Psychological Review · doi:10.1037/rev0000082 · Cited by 683
Self-citation
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
