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 2,801–2,900 of 10,306
Reliability Generalization of the Patterns of Adaptive Learning Survey Goal Orientation Scales
Ross, M. E., Blackburn, M. A., & Forbes, S. A. (2005) · Educational and Psychological Measurement · doi:10.1177/0013164404272496 · Cited by 41
Academic Identity Status and the Relationship to Achievement Goal Orientation
Was, C. A., Al-Harthy, I. S., Stack-Oden, M., & Isaacson, R. M. (2017) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v7i18.1363 · Cited by 41
Proximal Antecedents and Correlates of Adopted Error Approach: A Self-Regulatory Perspective
van Dyck, C., van Hooft, E. A. J., de Gilder, D., & Liesveld, L. (2010) · The Journal of Social Psychology · doi:10.1080/00224540903366743 · Cited by 41
Silla, J. M. P., Montalvo, J. G., & Gracia, F. J. (2002) · Applied Psychology · doi:10.1111/1464-0597.0078z · Cited by 41
Bipp, T., Steinmayr, R., & Spinath, B. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.01.009 · Cited by 41
Social-Cognitive Predictors of Treatment Response in Children with ADHD
Hoza, B., & Pelham, W. E. (1995) · Journal of Social and Clinical Psychology · doi:10.1521/jscp.1995.14.1.23 · Cited by 41
Davelaar, P. M., Araújo, F. S., & Kipper, D. A. (2008) · The Arts in Psychotherapy · doi:10.1016/j.aip.2008.01.003 · Cited by 41
Contextual Determinants of Motivation and Help Seeking in the College Classroom
Zusho, A., Karabenick, S. A., Bonney, C. R., & Sims, B. C. (2007) · Springer eBooks · doi:10.1007/1-4020-5742-3_14 · Cited by 41
Chen, C. (2015) · Journal of Cognitive Education and Psychology · doi:10.1891/1945-8959.14.1.38 · Cited by 41
WHY DO I STUDY? THE MEDIATING EFFECT OF MOTIVATION AND SELF-REGULATION ON STUDENT PERFORMANCE
Ariani, D. W. (2016) · Business Management and Education · doi:10.3846/bme.2016.329 · Cited by 41
Fear of Failure and Entrepreneurship: A review and direction for future research
Cacciotti, G., & Hayton, J. C. (2014) · Cited by 41
Effects of an Attribution Retraining with Female Students Gifted in Physics
Ziegler, A., & Heller, K. Α. (2000) · journal for the education of the gifted · doi:10.4219/jeg-2000-585 · Cited by 41
Halvari, H., & Kjørmo, O. (1999) · Perceptual and Motor Skills · doi:10.2466/pms.1999.89.3.997 · Cited by 41
Self‐enhancement, self‐regulation and self‐improvement following failures
Kurman, J. (2006) · British Journal of Social Psychology · doi:10.1348/014466605x42912 · Cited by 41
Goal Levels, Complex Tasks, and Strategy Development: A Review and Analysis
Campbell, D. K. (1991) · Human Performance · doi:10.1207/s15327043hup0401_1 · Cited by 41
Cervone, D., & Scott, W. D. (1995) · American Psychological Association eBooks · doi:10.1037/10169-013 · Cited by 41
Integrating metacognition, affect, and motivation in improving teacher education.
McCombs, B. L. (2004) · American Psychological Association eBooks · doi:10.1037/10258-014 · Cited by 41
Maehr, M. L., Midgley, C., & Urdan, T. (1992) · Educational Administration Quarterly · doi:10.1177/0013161x92028003011 · Cited by 41
Taylor, R. T. (2012) · ProQuest LLC eBooks · Cited by 41
Mapping Institutional Interventions to Mitigate Suicides: A Study of Causes and Prevention
Ullah, Z., Shah, N. A., Khan, S. S., Ahmad, N., & Scholz, M. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph182010880 · Cited by 40
Yu, X., & Ma, J. (2024) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2023.2300351 · Cited by 40
Fan, N., Yang, C., Kong, F., & Zhang, Y. (2024) · System · doi:10.1016/j.system.2024.103397 · Cited by 40
Social Structure and Personality
Schnittker, J. (2013) · Handbooks of sociology and social research · doi:10.1007/978-94-007-6772-0_4 · Cited by 40
Judging students' achievement goal orientations: Are teacher ratings accurate?
Dicke, A., Lüdtke, O., Trautwein, U., Nagy, G., & Nagy, N. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.04.004 · Cited by 40
Does personality matter? An international study of sign language interpreter disposition.
Bontempo, K., Napier, J., Hayes, L., & Brashear, V. (2014) · The International Journal of Translation and Interpreting Research · doi:10.12807/ti.106201.2014.a02 · Cited by 40
Shukla, S. Y., Tombari, A. K., Toland, M. D., & Danner, F. (2015) · Journal of Educational and Developmental Psychology · doi:10.5539/jedp.v5n1p44 · Cited by 40
What's the Point? An Exploration of Students' Motivation to Learn in a First-Year Seminar
Jessup‐Anger, J. E. (2011) · The Journal of General Education · doi:10.1353/jge.2011.0011 · Cited by 40
Brett, J. F., Uhl‐Bien, M., Huang, L. V., & Carsten, M. K. (2016) · Journal of Occupational and Organizational Psychology · doi:10.1111/joop.12144 · Cited by 40
Implicit theories of personal and social attributes: Fundamental mindsets for a science of wellbeing
Howell, A. J. (2016) · International Journal of Wellbeing · doi:10.5502/ijw.v6i3.529 · Cited by 40
Jang, E. E., Lajoie, S. P., Wagner, M., Xu, Z., Poitras, E., & Naismith, L. M. (2016) · Journal of Educational Computing Research · doi:10.1177/0735633116678995 · Cited by 40
Universal Design for Learning as a Bridge to Inclusion: A Qualitative Report of Student Voices.
Katz, J., & Sokal, L. J. (2016) · International journal of whole schooling · Cited by 40
A short-term longitudinal study of stability and change in achievement goal profiles
Lee, Y.-K., Wormington, S. V., Linnenbrink‐Garcia, L., & Roseth, C. J. (2017) · Learning and Individual Differences · doi:10.1016/j.lindif.2017.02.002 · Cited by 40
Grossman, R., & Burke‐Smalley, L. A. (2017) · Human Resource Management Review · doi:10.1016/j.hrmr.2017.08.001 · Cited by 40
Gidalevich, S., & Kramarski, B. (2018) · Instructional Science · doi:10.1007/s11251-018-9475-z · Cited by 40
Universty, A., & Kösterelioğlu, İ. (2018) · Educational policy analysis and strategic research · doi:10.29329/epasr.2018.178.5 · Cited by 40
Using Personal Values to Understand the Motivational Basis of Amity Goal Orientation
Levontin, L., & Bardi, A. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02736 · Cited by 40
Huang, L., Liang, Y., Hou, J.-J., Thai, J. B., Huang, Y., Li, J.-X., Zeng, Y., & Zhao, X. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02578 · Cited by 40
Getting to Know You: Motivating Cross-Understanding for Improved Team and Individual Performance
Janardhanan, N. S., Lewis, K., Reger, R. K., & Stevens, C. K. (2019) · Organization Science · doi:10.1287/orsc.2019.1324 · Cited by 40
The Relationship of Motivation with Achievement in Mathematics
Michaelides, M. P., Brown, G., Eklöf, H., & Papanastasiou, E. C. (2019) · IEA research for education · doi:10.1007/978-3-030-26183-2_2 · Cited by 40
Review and Use of Learning Theories within Computer Science Education Research
Szabo, C., Falkner, N., Petersen, A., Bort, H., Cunningham, K. I., Donaldson, P., Hellas, A., Robinson, J., & Sheard, J. (2019) · ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE) · doi:10.1145/3344429.3372504 · Cited by 40
La grammaire de l’accessibilité
Ébersold, S. (2020) · Education et sociétés · doi:10.3917/es.044.0029 · Cited by 40
An Exploratory Configurational Analysis of Knowledge Hiding Antecedents in Project Teams
Moh’d, S. S., Černe, M., & Zhang, P. (2020) · Project Management Journal · doi:10.1177/8756972820939768 · Cited by 40
Join us: Dynamic norms encourage women to pursue STEM
Cheng, L., Hao, M., Xiao, L., & Wang, F. (2020) · Current Psychology · doi:10.1007/s12144-020-01105-4 · Cited by 40
Manager Growth Mindset and Resource Management Practices
Abernethy, M. A., Anderson, S. W., Nair, S., & Jiang, Y. (2020) · Accounting Organizations and Society · doi:10.1016/j.aos.2020.101200 · Cited by 40
Enhancing Culturally Diverse Males' Scholar Identity: Suggestions for Educators of Gifted Students
Whiting, G. W. (2006) · Gifted Child Today · doi:10.4219/gct-2006-2 · Cited by 40
Learning to teach with worked‐out examples: a computer‐based learning environment for teachers
Hilbert, T. S., Renkl, A., Schworm, S., Kessler, S., & Reiss, K. M. (2008) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2007.00266.x · Cited by 40
Learning orientation and leadership quality
Paparoidamis, N. G. (2005) · Management Decision · doi:10.1108/00251740510610053 · Cited by 40
The Relationship of Perfectionism to Affective Variables in Gifted and Highly Able Children
Christopher, M. M., & Shewmaker, J. W. (2010) · Gifted Child Today · doi:10.1177/107621751003300307 · Cited by 40
Mental Contrasting of Future and Reality
Oettingen, G., Mayer, D., & Brinkmann, B. J. (2010) · Journal of Personnel Psychology · doi:10.1027/1866-5888/a000018 · Cited by 40
Wei, T., Chesnut, S. R., Barnard-Brak, L. M., & Schmidt, M. (2014) · Journal of Academic Ethics · doi:10.1007/s10805-014-9219-x · Cited by 40
Sideridis, G. D. (2005) · Reading & Writing Quarterly · doi:10.1080/10573560591002268 · Cited by 40
Competition and the adjustment of gifted children: A matter of motivation
Udvari, S. J., & Schneider, B. H. (2000) · Roeper Review · doi:10.1080/02783190009554040 · Cited by 40
Campbell, D. J. (2006) · Military Psychology · doi:10.1207/s15327876mp1802_3 · Cited by 40
Accuracy in Self-Assessment: The Role of Ability, Feedback, Self-Efficacy and Goal Orientation
Ng, J. R., & Earl, J. K. (2008) · Australian Journal of Career Development · doi:10.1177/103841620801700307 · Cited by 40
de Wal, J. J. I., Hornstra, L., Prins, F. J., Peetsma, T. T. D., & van der Veen, I. (2015) · Educational Psychology · doi:10.1080/01443410.2015.1035698 · Cited by 40
Subjectivity, Learning and Work: Sources and Legacies
Billett, S. R. (2008) · Vocations and Learning · doi:10.1007/s12186-008-9009-y · Cited by 40
Thermoclimate, Culture, and Poverty as Country-level Roots of Workers' Wages
de Vliert, E. V. (2003) · Journal of International Business Studies · doi:10.1057/palgrave.jibs.8400007 · Cited by 40
Zielorientierungen von Lehrkräften als Prädiktoren lernrelevanten Verhaltens
Nitsche, S., Dickhäuser, O., Dresel, M., & Fasching, M. S. (2013) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000092 · Cited by 40
En busca del constructivismo perdido: concepciones implícitas sobre el aprendizaje
Echeverría, M. D. P. P., Mateos, M., Pozo, J. I., & Scheuer, N. (2001) · Studies in Psychology Estudios de Psicología · doi:10.1174/021093901609479 · Cited by 40
An examination of the emotions that follow a failure of co-creation
Sugathan, P., Ranjan, K. R., & Mulky, A. G. (2017) · Journal of Business Research · doi:10.1016/j.jbusres.2017.04.022 · Cited by 40
Coaching Leaders in Transition
Witherspoon, R., & Cannon, M. D. (2000) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-60752-837-120251012 · Cited by 40
Excuses, Excuses: Self-Handicapping in an Australian Adolescent Sample
Warner, S., & Moore, S. M. (2004) · Journal of Youth and Adolescence · doi:10.1023/b:joyo.0000032636.35826.71 · Cited by 40
Learning and Motivation: An Asian Perspective
Salili, F. (1996) · Psychology and Developing Societies · doi:10.1177/097133369600800104 · Cited by 40
Carver, C. S., & Scheier, M. F. (1991) · Springer eBooks · doi:10.1007/978-1-4684-8264-5_10 · Cited by 40
Beliefs about Memory and Aging
Hertzog, C. K., Lineweaver, T. T., & McGuire, C. L. (1999) · Elsevier eBooks · doi:10.1016/b978-012345260-3/50004-5 · Cited by 40
Dispositions, Vocational Knowledge and Development: Sources and Consequences.
Billett, S. R. (1997) · Griffith Research Online · Cited by 40
Special Issues in Reforming Middle Level Schools
Urdan, T., Midgley, C., & Wood, S. (1995) · The Journal of Early Adolescence · doi:10.1177/0272431695015001003 · Cited by 40
Technology and educational empowerment: Students' perspectives
Saye, J. W. (1997) · Educational Technology Research and Development · doi:10.1007/bf02299522 · Cited by 40
The Dark Side of Malleability: Incremental Theory Promotes Immoral Behaviors
Huang, N., Zuo, S., Wang, F., Cai, P., & Wang, F. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.01341 · Cited by 39
Roebken, H. (2017) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v5i13.1246 · Cited by 39
Perceived Support, Belonging, and Possible Selves Strategies Among Incarcerated Juvenile Offenders 1
Clinkinbeard, S. S., & Murray, C. I. (2011) · Journal of Applied Social Psychology · doi:10.1111/j.1559-1816.2011.00884.x · Cited by 39
Belding, J. N., Naufel, K. Z., & Fujita, K. (2015) · Personality and Social Psychology Bulletin · doi:10.1177/0146167215580776 · Cited by 39
Cross-Cultural Validation of the Five-Factor Structure of Social Goals
King, R. B., & Watkins, D. (2011) · Journal of Psychoeducational Assessment · doi:10.1177/0734282911412542 · Cited by 39
Kim, S., Lee, M.-J., Chung, Y., & Bong, M. (2010) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2010.04.002 · Cited by 39
Kover, D., & Worrell, F. C. (2010) · Journal of Advanced Academics · doi:10.1177/1932202x1002100305 · Cited by 39
Rabinovich, A., & Morton, T. A. (2015) · Self and Identity · doi:10.1080/15298868.2015.1117524 · Cited by 39
Cheng, Y., Mukhopadhyay, A., & Schrift, R. Y. (2016) · Journal of Marketing Research · doi:10.1509/jmr.15.0105 · Cited by 39
Dāvidsone, A., Pruulmann-Vengerfeldt, P., & Siibak, A. (2017) · Technology Pedagogy and Education · doi:10.1080/1475939x.2017.1339633 · Cited by 39
The Origins of Lay Theories: The Case of Essentialist Beliefs
Haslam, N. (2017) · Springer eBooks · doi:10.1007/978-3-319-57306-9_1 · Cited by 39
Fwu, B.-J., Chen, S.-W., Wei, C.-F., & Wang, H. (2018) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2018.01.004 · Cited by 39
Post, T., & van der Molen, J. H. W. (2018) · Motivation and Emotion · doi:10.1007/s11031-018-9728-9 · Cited by 39
Song, Y.-A., Lee, S. Y., & Kim, Y. (2019) · International Journal of Advertising · doi:10.1080/02650487.2019.1637614 · Cited by 39
Stringer, K., Mace, K. C., Clark, T. F., & Donahue, T. (2019) · Research in Science & Technological Education · doi:10.1080/02635143.2019.1662388 · Cited by 39
Theis, D., Sauerwein, M., & Fischer, N. (2019) · British Journal of Educational Psychology · doi:10.1111/bjep.12313 · Cited by 39
van Atteveldt, N., Tijsma, G., Janssen, T. W. P., & Kupper, F. (2019) · Mind Brain and Education · doi:10.1111/mbe.12213 · Cited by 39
Muenks, K. M., Yan, V. X., & Telang, N. K. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.633570 · Cited by 39
Murphy, L., & Thomas, L. (2008) · ACM SIGCSE Bulletin · doi:10.1145/1597849.1384344 · Cited by 39
Why teachers want to leave? The roles of achievement goals, burnout and perceived school context
Li, R., Liu, H., Chen, Y., & Yao, M. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102032 · Cited by 39
Chonsalasin, D., & Khampirat, B. (2022) · IEEE Access · doi:10.1109/access.2022.3146128 · Cited by 39
Burrell, J. O., Fleming, L. N., Fredericks, A., & Burrell, J. O. (2015) · The Journal of Negro Education · doi:10.7709/jnegroeducation.84.1.0040 · Cited by 39
Métacognition et croyances motivationnelles : un mariage de raison
Berger, J., & Büchel, F. P. (2012) · Revue française de pédagogie · doi:10.4000/rfp.3705 · Cited by 39
“Making a Perfect Man”: Traditional Masculine Ideology and Perfectionism among Adolescent Boys
Adams, L. A., & Govender, K. (2008) · South African Journal of Psychology · doi:10.1177/008124630803800309 · Cited by 39
Implicit Theories of Work and Job Fit: Implications for Job and Life Satisfaction
Burnette, J. L., & Pollack, J. M. (2013) · Basic and Applied Social Psychology · doi:10.1080/01973533.2013.803964 · Cited by 39
Burnette, J. L., & Franiuk, R. (2009) · Personality and Individual Differences · doi:10.1016/j.paid.2009.09.011 · Cited by 39
Wright, R. A. (2014) · Motivation and Emotion · doi:10.1007/s11031-014-9406-5 · Cited by 39
Dowson, M. N., McInerney, D. M., & Nelson, G. (2006) · Educational Psychology · doi:10.1080/01443410600941920 · Cited by 39
Primary mathematics teachers’ goal orientations and student achievement
Throndsen, I. S., & Turmo, A. (2012) · Instructional Science · doi:10.1007/s11251-012-9229-2 · Cited by 39
Predicting Achievement Goals in Two Different Academic Contexts: A longitudinal study
Bråten, I., & Strømsø, H. I. (2006) · Scandinavian Journal of Educational Research · doi:10.1080/00313830600575932 · Cited by 39
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
