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 2,201–2,300 of 10,306
Associations among polychronicity, goal orientation, and error orientation
Schell, K. L., & Conte, J. M. (2007) · Personality and Individual Differences · doi:10.1016/j.paid.2007.08.009 · Cited by 59
Praxis of Rework Mitigation in Construction
Love, P. E. D., Ackermann, F., Carey, B. D., Morrison, J., Ward, M., & Park, A. (2016) · Journal of Management in Engineering · doi:10.1061/(asce)me.1943-5479.0000442 · Cited by 59
The parallel worlds of affective concepts and feelings
Clore, G. L., & Colcombe, S. J. (2003) · Cited by 59
Osagie, E., Wesselink, R., Runhaar, P. R., & Mulder, M. (2017) · Journal of Business Ethics · doi:10.1007/s10551-017-3638-8 · Cited by 59
The strategic value of essentialism
Ryazanov, A. A., & Christenfeld, N. J. S. (2017) · Social and Personality Psychology Compass · doi:10.1111/spc3.12370 · Cited by 59
A dimensional analysis of psychological empowerment on engagement
Joo, B.-K. B., Bozer, G., & Ready, K. (2019) · Journal of Organizational Effectiveness People and Performance · doi:10.1108/joepp-09-2018-0069 · Cited by 59
Changes in metacognitive monitoring accuracy in an introductory physics course
Morphew, J. (2020) · Metacognition and Learning · doi:10.1007/s11409-020-09239-3 · Cited by 59
Richardson, D. R., Bledsoe, R. S., & Cortez, Z. (2020) · CBE—Life Sciences Education · doi:10.1187/cbe.19-11-0238 · Cited by 59
On Gains and Losses, Means and Ends: Goal Orientation and Goal Focus Across Adulthood
Freund, A. M., Hennecke, M., & Mustafić, M. (2012) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780195399820.013.0016 · Cited by 59
Understanding classroom competence: The role of social-motivational and self-processes
Wentzel, K. R. (2004) · Advances in child development and behavior · doi:10.1016/s0065-2407(04)80008-9 · Cited by 59
Haynes, T. L., Daniels, L. M., Stupnisky, R. H., Perry, R. P., & Hladkyj, S. (2008) · Basic and Applied Social Psychology · doi:10.1080/01973530802374972 · Cited by 59
Why study? How reasons for learning influence strategy selection
Nolen, S. B. (1996) · Educational Psychology Review · doi:10.1007/bf01463938 · Cited by 59
The role of perceived control in overcoming defensive self-evaluation
Trope, Y., Gervey, B., & Bolger, N. P. (2003) · Journal of Experimental Social Psychology · doi:10.1016/s0022-1031(03)00035-0 · Cited by 59
Practicing effective knowledge sharing in international hotel joint ventures
Magnini, V. P. (2007) · International Journal of Hospitality Management · doi:10.1016/j.ijhm.2007.07.015 · Cited by 59
Tan, H. H., & Zhao, B. (2003) · The Journal of Psychology · doi:10.1080/00223980309600637 · Cited by 59
The Effects of Failure on Children's Ability to Perform a Musical Test
O’Neill, S. A., & SLOBODA, J. A. (1997) · Psychology of Music · doi:10.1177/0305735697251003 · Cited by 59
Process versus Product Task Interpretation and Parental Teaching Practice
Renshaw, P. D., & Gardner, R. (1990) · International Journal of Behavioral Development · doi:10.1177/016502549001300406 · Cited by 59
Carlo, G., Knight, G. P., McGinley, M. M., Goodvin, R., & Roesch, S. C. (2010) · Oxford University Press eBooks · doi:10.1093/acprof:oso/9780195327694.003.0010 · Cited by 58
Wang, J., Liu, W. C., Nie, Y., Chye, Y. L. S., Lim, B. S. C., Liem, G. A. D., Tay, E. G., Hong, Y., & Chiu, C. (2017) · Heliyon · doi:10.1016/j.heliyon.2017.e00308 · Cited by 58
Tynan, M. C., Credé, M., & Harms, P. D. (2019) · Learning and Individual Differences · doi:10.1016/j.lindif.2019.101815 · Cited by 58
Mossman, G. J., Robertson, C. M., Williamson, B., & Cronin, L. (2021) · Journal of Sports Sciences · doi:10.1080/02640414.2021.1939980 · Cited by 58
Pimdee, P., Ridhikerd, A., Moto, S., Siripongdee, S., & Bengthong, S. (2023) · Heliyon · doi:10.1016/j.heliyon.2023.e13769 · Cited by 58
Bakış, S., & Kitapçı, H. (2023) · Journal of Fashion Marketing and Management · doi:10.1108/jfmm-02-2022-0032 · Cited by 58
Meirun, T., Ahmed, Z., Alzoubi, R. H., Khosa, M., & Nguyen, N. T. (2024) · International Journal of Hospitality Management · doi:10.1016/j.ijhm.2024.103790 · Cited by 58
Transformational leadership among Spanish upper echelons
Pastor, J. C., & Mayo, M. C. (2008) · Leadership & Organization Development Journal · doi:10.1108/01437730810876140 · Cited by 58
Modern psychometrics for assessing achievement goal orientation: A Rasch analysis
Muis, K. R., Winne, P. H., & Edwards, O. V. (2009) · British Journal of Educational Psychology · doi:10.1348/000709908x383472 · Cited by 58
Incremental theories of intelligence predict multiple document comprehension
Braasch, J. L. G., Bråten, I., Strømsø, H. I., & Anmarkrud, Ø. (2014) · Learning and Individual Differences · doi:10.1016/j.lindif.2013.12.012 · Cited by 58
Michou, A., Mouratidis, A. A., Lens, W., & Vansteenkiste, M. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.09.005 · Cited by 58
Lochbaum, M. R., Jean-Noel, J., Pinar, C., & Gilson, T. A. (2015) · Journal of sport and health science/Journal of Sport and Health Science · doi:10.1016/j.jshs.2015.07.008 · Cited by 58
Zhu, Y., & Akhtar, S. (2017) · The International Journal of Human Resource Management · doi:10.1080/09585192.2017.1335338 · Cited by 58
Mindsets of Addiction: Implications for Treatment Intentions
Burnette, J. L., Forsyth, R. B., Desmarais, S. L., & Hoyt, C. L. (2019) · Journal of Social and Clinical Psychology · doi:10.1521/jscp.2019.38.5.367 · Cited by 58
Effects of performance goals and social norms on academic dishonesty in a test
Daumiller, M. H., & Janke, S. (2019) · British Journal of Educational Psychology · doi:10.1111/bjep.12310 · Cited by 58
Li, R., Yao, M., Liu, H., & Chen, Y. (2019) · Journal of Happiness Studies · doi:10.1007/s10902-019-00192-w · Cited by 58
Achievement goal contagion: mastery and performance goals spread among classmates
King, R. B., & Mendoza, N. B. (2020) · Social Psychology of Education · doi:10.1007/s11218-020-09559-x · Cited by 58
Yi, H., Cha, Y.-B., & Amenuvor, F. E. (2021) · Sustainability · doi:10.3390/su13073937 · Cited by 58
Indigenous Personality Research
Yang, K. (2006) · Springer eBooks · doi:10.1007/0-387-28662-4_13 · Cited by 58
Epistemological beliefs of gifted high school students
Schommer, M., & Dunnell, P. A. (1997) · Roeper Review · doi:10.1080/02783199709553812 · Cited by 58
Luo, W., Hogan, D., & Paris, S. G. (2011) · Learning and Individual Differences · doi:10.1016/j.lindif.2011.07.002 · Cited by 58
Hughes, J. N., & Zhang, D. (2006) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2005.12.003 · Cited by 58
Volitional strategies and future time perspective: embracing the complexity of dynamic interactions
Husman, J. E., McCann, E. J., & Crowson, H. M. (2000) · International Journal of Educational Research · doi:10.1016/s0883-0355(00)00050-1 · Cited by 58
The Effect of Academic Self-Concept on ADHD and Antisocial Behaviors in Early Adolescence
Pisecco, S., Wristers, K., Swank, P. B., Silva, P. A., & Baker, D. B. (2001) · Journal of Learning Disabilities · doi:10.1177/002221940103400506 · Cited by 58
Bornstein, R. F., Riggs, J. M., Hill, E. L., & Calabrese, C. (1996) · Journal of Personality · doi:10.1111/j.1467-6494.1996.tb00525.x · Cited by 58
Zahariadis, P., & Biddle, S. (2000) · Cited by 58
Peer Rejection in Everyday Life
Asher, S. R., Rose, A. J., & Gabriel, S. W. (2006) · Oxford University Press eBooks · doi:10.1093/acprof:oso/9780195130157.003.0005 · Cited by 58
Do students distinguish between different types of performance goals?
Bong, M., Woo, Y., & Shin, J. (2013) · The Journal of Experimental Education · doi:10.1080/00220973.2012.745464 · Cited by 57
Antecedents of Instrumental Interpersonal Help-Seeking: An Integrative Review
Chan, M. E. (2013) · Applied Psychology · doi:10.1111/j.1464-0597.2012.00496.x · Cited by 57
Using Value-Added Models to Measure Teacher Effects on Students’ Motivation and Achievement
Ruzek, E. A., Domina, T., Conley, A. M., Duncan, G. J., & Karabenick, S. A. (2015) · The Journal of Early Adolescence · doi:10.1177/0272431614525260 · Cited by 57
Parada, S., & Verlhiac, J. (2021) · Educational Psychology · doi:10.1080/01443410.2021.1917519 · Cited by 57
Hecht, C. A., Bryan, C. J., & Yeager, D. S. (2023) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.2210704120 · Cited by 57
Møller, J., Streblow, L., & Pohlmann, B. (2006) · British Journal of Educational Psychology · doi:10.1348/000709905x37451 · Cited by 57
Fonséca, D. D., Cury, F., Fakra, É., Rufo, M., Poinso, F., Bounoua, L., & Huguet, P. (2008) · Behaviour Research and Therapy · doi:10.1016/j.brat.2008.01.006 · Cited by 57
Saying isn't necessarily believing
Simon, B., Hanks, B., Murphy, L., Fitzgerald, S., McCauley, R. A., Thomas, L., & Zander, C. (2008) · ACM Conference on International Computing Education Research (ICER) · doi:10.1145/1404520.1404537 · Cited by 57
Exploring self-regulation in language learning: a study of Japanese high school EFL students
Tsuda, A., & Nakata, Y. (2012) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2012.686500 · Cited by 57
Heart rate variability predicts self‐control in goal pursuit
Geisler, F. C. M., & Kubiak, T. (2009) · European Journal of Personality · doi:10.1002/per.727 · Cited by 57
Heller, D. A., Perunovic, W. Q. E., & Reichman, D. (2008) · Journal of Research in Personality · doi:10.1016/j.jrp.2008.12.011 · Cited by 57
Lau, S., & Roeser, R. W. (2008) · Learning and Individual Differences · doi:10.1016/j.lindif.2007.11.002 · Cited by 57
Achievement Goals of Students with ADHD
Barron, K. E., Evans, S. W., Baranik, L. E., Serpell, Z. N., & Buvinger, E. C. (2006) · Learning Disability Quarterly · doi:10.2307/30035504 · Cited by 57
Murcia, J. A. M., Sicilia, Á., Cervelló, E. M., Huéscar, E., & Dumitru, D. C. (2011) · Europe PMC (PubMed Central) · Cited by 57
Riou, F., Boiché, J. C. S., Doron, J., Romain, A. J., Corrion, K., Ninot, G., d’Arripe-Longueville, F., & Gernigon, C. (2011) · European Journal of Psychological Assessment · doi:10.1027/1015-5759/a000112 · Cited by 57
Leader Developmental Readiness
Avolio, B. J., & Hannah, S. T. (2009) · Industrial and Organizational Psychology · doi:10.1111/j.1754-9434.2009.01150.x · Cited by 57
Dimensions of Goals and Beliefs among Adolescent Athletes with Physical Disabilities
White, S. A., & Duda, J. L. (1993) · Adapted Physical Activity Quarterly · doi:10.1123/apaq.10.2.125 · Cited by 57
Howell, A. J., Passmore, H., & Holder, M. D. (2015) · Journal of Happiness Studies · doi:10.1007/s10902-015-9697-6 · Cited by 57
Individual and organizational health
Tetrick, L. E. (2002) · Research in occupational stress and well being · doi:10.1016/s1479-3555(02)02003-6 · Cited by 57
Understanding intergroup relations through the lens of implicit theories (mindsets) of malleability
Rattan, A., & Georgeac, O. (2017) · Social and Personality Psychology Compass · doi:10.1111/spc3.12305 · Cited by 57
Gatzka, T., & Hell, B. (2017) · Journal of Educational Psychology · doi:10.1037/edu0000194 · Cited by 57
A grounded theory examination of project managers' accountability
Donald, K. M., Rezania, D., & Baker, R. (2019) · International Journal of Project Management · doi:10.1016/j.ijproman.2019.09.008 · Cited by 57
Enhancing Auditors' Reliance on Data Analytics under Inspection Risk Using Fixed and Growth Mindsets
Cao, T., Duh, R., Tan, H., & Xu, T. (2021) · The Accounting Review · doi:10.2308/tar-2020-0457 · Cited by 57
Sideridis, G. D. (2006) · Learning Disability Quarterly · doi:10.2307/30035528 · Cited by 57
Gendolla, G. H. E., & Richter, M. M. (2006) · Personality and Social Psychology Bulletin · doi:10.1177/0146167206288945 · Cited by 57
Individual (Learning and Motivational) Needs versus Instructional Conditions of Gifted Education[1]
Heller, K. Α. (1999) · High Ability Studies · doi:10.1080/1359813990100102 · Cited by 57
Using Achievement Goal Theory to Assess an Elementary Physical Education Running Program
Xiang, P., Bruene, A., & McBride, R. E. (2004) · Journal of School Health · doi:10.1111/j.1746-1561.2004.tb07936.x · Cited by 57
Dresel, M., & Ziegler, A. (2006) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652.20.12.49 · Cited by 57
Goal Orientation, Task Difficulty, and Task Interest: A Multilevel Analysis
Horvath, M., Herleman, H. A., & Lee McKie, R. (2006) · Motivation and Emotion · doi:10.1007/s11031-006-9029-6 · Cited by 56
Schoen, J. L. B., DeSimone, J. A., Meyer, R. D., Schnure, K. A., & LeBreton, J. M. (2019) · Journal of Management · doi:10.1177/0149206319889137 · Cited by 56
Ebn-Abbasi, F., Fattahi, N., Noughabi, M. A., & Botes, E. (2024) · System · doi:10.1016/j.system.2024.103334 · Cited by 56
Critical review: medical students’ motivation after failure
Holland, C. (2015) · Advances in Health Sciences Education · doi:10.1007/s10459-015-9643-8 · Cited by 56
Svanum, S., & Aigner, C. J. (2011) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.2010.02011.x · Cited by 56
From Stress to Learning: Attachment Theory Meets Goal Orientation Theory
Rusk, N., & Rothbaum, F. M. (2010) · Review of General Psychology · doi:10.1037/a0018123 · Cited by 56
Examining Achievement Goals and Causal Attributions Together as Predictors of Academic Functioning
Wolters, C. A., Fan, W., & Daugherty, S. G. (2013) · The Journal of Experimental Education · doi:10.1080/00220973.2012.700498 · Cited by 56
Poortvliet, P. M., Janssen, O., Yperen, N. W. V., & de Vliert, E. V. (2009) · Journal of Experimental Social Psychology · doi:10.1016/j.jesp.2009.06.013 · Cited by 56
Kurman, J., Liem, G. A. D., Ivancovsky, T., Morio, H., & Lee, J. (2014) · Journal of Cross-Cultural Psychology · doi:10.1177/0022022114558090 · Cited by 56
Continued Participation in Youth Sports: The Role of Achievement Motivation
Gardner, L. A., Vella, S. A., & Magee, C. (2016) · Journal of Applied Sport Psychology · doi:10.1080/10413200.2016.1173744 · Cited by 56
Nguyen, T. T. D. T., Garncarz, T., Ng, F., Dabbish, L., & Dow, S. P. (2017) · ACM Conference on Computer Supported Cooperative Work (CSCW) · doi:10.1145/2998181.2998319 · Cited by 56
The power and limits of personal change: When a bad past does (and does not) inspire in the present.
Klein, N., & O’Brien, E. (2017) · Journal of Personality and Social Psychology · doi:10.1037/pspa0000088 · Cited by 56
The Guilded Classroom: Using Gamification to Engage and Motivate Undergraduates
Gressick, J., & Langston, J. B. (2017) · Journal of the Scholarship of Teaching and Learning · doi:10.14434/v17i3.22119 · Cited by 56
Moss, S. E., Song, M. J., Hannah, S. T., Wang, Z., & Sumanth, J. J. (2019) · Journal of Business Ethics · doi:10.1007/s10551-018-4095-8 · Cited by 56
Gan, Z. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.00496 · Cited by 56
Wigfield, A., & Tonks, S. M. (2002) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-60752-554-720251004 · Cited by 56
Opportunities as attributions: Categorizing strategic issues from an attributional perspective
Gartner, W. B., Shaver, K. G., & Liao, J. (2008) · Strategic Entrepreneurship Journal · doi:10.1002/sej.62 · Cited by 56
Harris, R. C., Robinson, J. B., Chang, F., & Burns, B. M. (2006) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2006.10.006 · Cited by 56
Gano‐Overway, L. A., & Ewing, M. E. (2004) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.2004.10609163 · Cited by 56
Dimensionality of rosenberg’s self-esteem scale among normal-technical stream students in Singapore
Ang, R. P.-H., Neubronner, M., Oh, S., & Leong, V. (2006) · Current Psychology · doi:10.1007/s12144-006-1007-3 · Cited by 56
Antecedents of state goals in age‐group swimmers: An interactionist perspective
Swain, A. B. J., & Harwood, C. (1996) · Journal of Sports Sciences · doi:10.1080/02640419608727693 · Cited by 56
Moos, D. C., & Azevedo, R. (2006) · University Libraries (University of Maryland) · Cited by 56
Affektiv-motivational adaptive und handlungsadaptive Reaktionen auf Fehler im Lernprozess
Dresel, M., Schober, B., Ziegler, A., Grassinger, R., & Steuer, G. (2013) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000111 · Cited by 55
Self-efficacy in the face of threats to entrepreneurial success: mind-sets matter
Pollack, J. M., Burnette, J. L., & Hoyt, C. L. (2012) · Basic and Applied Social Psychology · doi:10.1080/01973533.2012.674452 · Cited by 55
Halliwell, P. R., Mitchell, R. J., & Boyle, B. (2021) · Leadership & Organization Development Journal · doi:10.1108/lodj-01-2021-0036 · Cited by 55
Bohlayer, C., & Gielnik, M. M. (2022) · Journal of Business Venturing · doi:10.1016/j.jbusvent.2022.106259 · Cited by 55
Calabrò, A., Torchia, M., Gómez‐Mejía, L. R., Pongelli, C., & Lohe, F. (2025) · Journal of Management Studies · doi:10.1111/joms.13263 · Cited by 55
Not All High (or Low) Self-Esteem People Are the Same
Greenier, K. D., Kernis, M. H., & Waschull, S. B. (1995) · Springer eBooks · doi:10.1007/978-1-4899-1280-0_4 · Cited by 55
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
