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 3,701–3,800 of 10,306
Çorlu, M. S. (2012) · OakTrust (Texas A&M University Libraries) · Cited by 25
Can Ability Conceptualizations Alter the Impact of Social Comparison in Motor Learning?
Wulf, G., Lewthwaite, R., & Hooyman, A. (2013) · Journal of Motor Learning and Development · doi:10.1123/jmld.1.1.20 · Cited by 24
Lee, J., & Park, J.-W. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1332464 · Cited by 24
Milani, R., Sommovigo, V., Ghirotto, L., & Setti, I. (2024) · Human Resource Development Quarterly · doi:10.1002/hrdq.21528 · Cited by 24
Interrelations Among Achievement Goals and Achievement Emotions: A Meta-Analytic Examination
Bross, T., Nett, U. E., & Daumiller, M. H. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09931-9 · Cited by 24
Liu, Q., & Kamioka, T. (2025) · Technology in Society · doi:10.1016/j.techsoc.2025.102875 · Cited by 24
Shen, Y., Spencer, D., Tagsold, J. T., & Kim, H.-S. (2025) · Educational Technology Research and Development · doi:10.1007/s11423-025-10485-y · Cited by 24
Bergold, S., & Steinmayr, R. (2016) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2016.06.005 · Cited by 24
Engineering Students' Perceptions of the Future: Exploratory Instrument Development
Kirn, A. N., & Benson, L. (2015) · ASEE Annual Conference & Exposition · doi:10.18260/p.23979 · Cited by 24
Self-Doubt Effects Depend on Beliefs about Ability: Experimental Evidence
Zhao, Q., Wichman, A. L., & Frishberg, E. (2019) · The Journal of General Psychology · doi:10.1080/00221309.2019.1585320 · Cited by 24
Ariani, D. W. (2021) · Journal of Applied Research in Higher Education · doi:10.1108/jarhe-08-2020-0273 · Cited by 24
Zakaria, Z., Vandenberg, J. L., Tsan, J., Boulden, D. C., Lynch, C. F., Boyer, K. E., & Wiebe, E. (2021) · Computer Science Education · doi:10.1080/08993408.2021.1877987 · Cited by 24
Collaborative problem solving in a choice-affluent environment
Pruner, M., & Liljedahl, P. (2021) · ZDM · doi:10.1007/s11858-021-01232-7 · Cited by 24
People’s naïve belief about curiosity and interest: A qualitative study
Aslan, S., Fastrich, G. M., Donnellan, E., Jones, D. J. W., & Murayama, K. (2021) · PLoS ONE · doi:10.1371/journal.pone.0256632 · Cited by 24
Kuwabara, K., Cao, J., Cho, S., & Ingram, P. L. (2022) · Academy of Management Journal · doi:10.5465/amj.2020.0770 · Cited by 24
Fink, A., Mattson, P. S., Cahill, M. J., Frey, R. F., & McDaniel, M. A. (2022) · Teaching of Psychology · doi:10.1177/00986283211053806 · Cited by 24
Machiavellianism in Alliance Partnerships
Musarra, G., Robson, M. J., & Katsikeas, C. S. (2022) · Journal of Marketing · doi:10.1177/00222429221100186 · Cited by 24
Fink, A., Young, J. D., Vuppala, N. K., & Frey, R. F. (2022) · Chemistry Education Research and Practice · doi:10.1039/d2rp00166g · Cited by 24
Incremental intelligence mindset, fear of failure, and academic coping
Tao, V. Y. K., Li, Y., & Wu, A. M. S. (2022) · Journal of Pacific Rim Psychology · doi:10.1177/18344909221144703 · Cited by 24
The effects of language learning and math mindsets on academic success in an engineering program
Kaya, S., Yüksel, D., & Curle, S. M. (2022) · Journal of Engineering Education · doi:10.1002/jee.20499 · Cited by 24
Zhu, Q., Martinescu, E., Beersma, B., & Wei, F. (2023) · Human Relations · doi:10.1177/00187267231165885 · Cited by 24
Classroom climate and creativity: The indirect effect of autonomous motivation
Wang, Z., Wang, L., Miao, H., Yan, R., Shi, Y., Yuan, X., Wang, N., & Wang, F. (2023) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2023.101556 · Cited by 24
Lisá, E., Sokolová, L., Jablonická, P., & Kardelisová, L. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1119409 · Cited by 24
Liu, Z., Rattan, A., & Savani, K. (2023) · Journal of Applied Psychology · doi:10.1037/apl0001112 · Cited by 24
Challenging cultured meat naturalness perceptions: The role of consumers’ mindset
Arango, L., Septianto, F., & Pontes, N. (2023) · Appetite · doi:10.1016/j.appet.2023.107039 · Cited by 24
A multi-informant study on teachers' mindset, classroom practices, and student well-being
Wang, M., Scanlon, C. L., McKellar, S. E., & Ye, F. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.101875 · Cited by 24
A diary study investigating the differential impacts of Instagram content on youths’ body image
Glaser, H. C., Jansma, S. R., & Scholten, H. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-02960-3 · Cited by 24
Contemporary Research on Agency in Education: A Systematization of Key Concepts and Developments
Сорокин, П. С., & Дмитриевич, Р. Т. (2024) · Voprosy Obrazovaniya/ Educational Studies Moscow · doi:10.17323/vo-2024-18131 · Cited by 24
Taylor, J. D., Eitle, D. J., & Russell, D. (2009) · Deviant Behavior · doi:10.1080/01639620802050213 · Cited by 24
Heidemeier, H., & Wiese, B. S. (2014) · Journal of Occupational Health Psychology · doi:10.1037/a0034929 · Cited by 24
Fatahi, S., & Moradi, H. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.05.041 · Cited by 24
When friends exchange negative feedback
Finkelstein, S. R., Fishbach, A., & Tu, Y. (2016) · Motivation and Emotion · doi:10.1007/s11031-016-9589-z · Cited by 24
Tilton, J., & Hartnett, M. K. (2016) · Journal of Open Flexible and Distance Learning · doi:10.61468/jofdl.v20i2.279 · Cited by 24
Customers' reactions to technological products: The impact of implicit theories of intelligence
Sharifi, S., & Palmeira, M. M. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.09.013 · Cited by 24
Vacaru, S. V., Sterkenburg, P. S., & Schuengel, C. (2017) · Child Care Health and Development · doi:10.1111/cch.12521 · Cited by 24
Deemer, E. D., Yough, M. S., & Morel, S. A. (2017) · Motivation and Emotion · doi:10.1007/s11031-017-9649-z · Cited by 24
Bedford, D. S., & Speklé, R. F. (2018) · Journal of Management Accounting Research · doi:10.2308/jmar-51994 · Cited by 24
Snyder, K. E., Barr, S. M., Honken, N. B., Pittard, C. M., & Ralston, P. A. S. (2018) · Journal of Engineering Education · doi:10.1002/jee.20187 · Cited by 24
Measuring Mindsets and Achievement Goal Motivation: A Validation Study of Three Instruments
Cook, D. A., Gas, B. L., & Artino, A. R. (2018) · Academic Medicine · doi:10.1097/acm.0000000000002290 · Cited by 24
Darmawan, I. G. N., Vosniadou, S., Lawson, M. J., Deur, P. V., & Wyra, M. (2020) · British Journal of Educational Psychology · doi:10.1111/bjep.12345 · Cited by 24
Yao, Y., Guo, N. S., Chang-qi, L., & McCampbell, D. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1750559 · Cited by 24
Customer orientation: the interactive effect of role clarity and learning goal orientation
Templer, K. J., Kennedy, J. C., & Phang, R. (2020) · Journal of Asian Business and Economic Studies · doi:10.1108/jabes-12-2019-0122 · Cited by 24
Ferradás, M. D. M., Freire, C., Núñez, J. C., & Regueiro, B. (2020) · Sustainability · doi:10.3390/su12187531 · Cited by 24
Baudoin, N., & Galand, B. (2020) · International Journal of School & Educational Psychology · doi:10.1080/21683603.2020.1813227 · Cited by 24
The effect of fixed and growth mindsets on buying sustainable foods
Rahnama, H., & Leszczyc, P. T. L. P. (2022) · British Food Journal · doi:10.1108/bfj-04-2021-0441 · Cited by 24
Ntoumanis, N., & Biddle, S. (1998) · Scandinavian Journal of Medicine and Science in Sports · doi:10.1111/j.1600-0838.1998.tb00179.x · Cited by 24
Deemer, E. D., Carter, A. P., & Lobrano, M. T. (2010) · Journal of Career Assessment · doi:10.1177/1069072710374575 · Cited by 24
Thadani, V., Breland, W., & Dewar, J. M. (2015) · Learning and Individual Differences · doi:10.1016/j.lindif.2015.03.026 · Cited by 24
The influence of goal orientation dimensions on time to train in a self-paced training environment
Ely, K., Sitzmann, T., & Falkiewicz, C. (2008) · Learning and Individual Differences · doi:10.1016/j.lindif.2008.08.003 · Cited by 24
Die Entwicklung von Zielorientierungen im Fach Mathematik von der 3. bis 5. Jahrgangsstufe
Schwinger, M., & Wild, E. (2006) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652.20.4.269 · Cited by 24
Roskam, I., & Nils, F. (2007) · Psychologica Belgica · doi:10.5334/pb-47-1-119 · Cited by 24
Perceived Parenting Styles and Goal Orientations
Chan, K. W. 陳., & Chan, S. M. (2005) · Research in Education · doi:10.7227/rie.74.2 · Cited by 24
Théories implicites de l'intelligence et buts d'accomplissement scolaire
Fonséca, D. D., Cury, F., Bailly, D., & Rufo, M. (2004) · Annales Médico-psychologiques revue psychiatrique · doi:10.1016/j.amp.2004.04.019 · Cited by 24
Ornelles, C. (2007) · Preventing School Failure Alternative Education for Children and Youth · doi:10.3200/psfl.51.4.3-12 · Cited by 24
Young and older adults' beliefs about effective ways to mitigate age-related memory decline.
Horhota, M., Lineweaver, T. T., Ositelu, M. O., Summers, K., & Hertzog, C. K. (2011) · Psychology and Aging · doi:10.1037/a0026088 · Cited by 24
Theories as a form of mental representation and their role in the recall of text information
Mishra, P., & Brewer, W. F. (2003) · Contemporary Educational Psychology · doi:10.1016/s0361-476x(02)00040-1 · Cited by 24
The consequences of pressure on adolescent students to perform well in school
Salili, F., Lai, S., & Leung, S. (2004) · Cited by 24
Reflections on Wittrock's Generative Model of Learning: A Motivation Perspective
Anderman, E. M. (2010) · Educational Psychologist · doi:10.1080/00461520903433620 · Cited by 24
Høigaard, R., & Ommundsen, Y. (2007) · Psychological Reports · doi:10.2466/pr0.100.3.857-875 · Cited by 24
Kienhues, D., & Bromme, R. (2011) · Springer eBooks · doi:10.1007/978-94-007-1793-0_6 · Cited by 24
College Mothers' Academic Achievement Goals as Related to their Children's Attitudes Toward Learning
Ricco, R. B., McCollum, D. G., & Pierce, S. S. (2003) · Social Psychology of Education · doi:10.1023/a:1025644506640 · Cited by 24
Miki, K., & Yamauchi, H. (2005) · The Japanese journal of psychology · doi:10.4992/jjpsy.76.260 · Cited by 24
Schommer-Aikins, M. A. (2007) · Springer eBooks · doi:10.1007/978-1-4020-6596-5_15 · Cited by 24
Lawson, M. J. (1990) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.21.5.0403 · Cited by 24
Lindsay, J. E., & Scott, W. D. (2005) · Cognitive Therapy and Research · doi:10.1007/s10608-005-9637-6 · Cited by 24
Gaines, L. M., Duvall, J. L., Webster, J. M., & Smith, R. H. (2005) · Self and Identity · doi:10.1080/15298860500280223 · Cited by 24
The Physical Education Climate Assessment Instrument
Curtner‐Smith, M. D., & Todorovich, J. R. (2002) · Perceptual and Motor Skills · doi:10.2466/pms.2002.95.2.652 · Cited by 24
Insights on biology student motivations and challenges when reading and analyzing primary literature
Howard, K. N., Stapleton, E. K., Nelms, A. A., Ryan, K. C., & Segura-Totten, M. (2021) · PLOS ONE · doi:10.1371/journal.pone.0251275 · Cited by 23
The psychology of goals: A practice-friendly review.
Cooper, M. (2018) · Cited by 23
The development of an “Engagement in Physical Education” scale
Stringfellow, A., Wang, C.-H., Farias, C. F. G., & Hastie, P. A. (2024) · Frontiers in Sports and Active Living · doi:10.3389/fspor.2024.1460267 · Cited by 23
Yu, L., & Zhai, Y. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105808 · Cited by 23
Closas, A. H., de Acedo, M. L. S., de Acedo, S., & Ugarte, M. D. (2011) · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · doi:10.1387/revpsicodidact.1142 · Cited by 23
Stephanou, G. (2014) · European Early Childhood Education Research Journal · doi:10.1080/1350293x.2014.947830 · Cited by 23
Kroustallaki, D., Kokkinaki, T., Sideridis, G. D., & Simos, P. G. (2015) · Computers in Human Behavior · doi:10.1016/j.chb.2015.02.060 · Cited by 23
Middle School Students’ Beliefs About Intelligence and Giftedness
Tan, D., Yough, M. S., Desmet, O. A., & Pereira, N. (2018) · Journal of Advanced Academics · doi:10.1177/1932202x18809360 · Cited by 23
Koek, M., Janssen, T., Hakemulder, F., & Rijlaarsdam, G. (2019) · L1 Educational Studies in Language and Literature · doi:10.17239/l1esll-2019.19.01.01 · Cited by 23
Frank, J. L. (2020) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732219898703 · Cited by 23
Wise interventions in organizations
Brockner, J., & Sherman, D. K. (2019) · Research in Organizational Behavior · doi:10.1016/j.riob.2020.100125 · Cited by 23
Septianto, F., & Chiew, T. M. (2021) · Australasian Marketing Journal (AMJ) · doi:10.1177/1839334921998553 · Cited by 23
Belonging in STEM: Growth Mindset as a Filter of Contextual Cues
Williams, C. L., Hirschi, Q., Hulleman, C. S., & Roksa, J. (2021) · International Journal of Community Well-Being · doi:10.1007/s42413-021-00111-z · Cited by 23
Bandyopadhyay, A., Septianto, F., & Nallaperuma, K. (2021) · Journal of Retailing and Consumer Services · doi:10.1016/j.jretconser.2021.102671 · Cited by 23
The impact of infectious disease threat on consumers' pattern‐seeking in sequential choices
Park, J., Kim, J., Jhang, J., Lee, J. C., & Lee, J. (2021) · Psychology and Marketing · doi:10.1002/mar.21602 · Cited by 23
Novak, E., McDaniel, K., Daday, J. K., & Soytürk, İ. (2021) · British Journal of Educational Technology · doi:10.1111/bjet.13172 · Cited by 23
Almazrouei, H. S., Zacca, R., & Mustafa, G. (2022) · International journal of organizational analysis · doi:10.1108/ijoa-05-2021-2752 · Cited by 23
Peng, J., Xie, L., Zhou, L., & Huan, T.-C. T. C. (2022) · Tourism Management · doi:10.1016/j.tourman.2021.104481 · Cited by 23
Janke, S. (2022) · Learning and Individual Differences · doi:10.1016/j.lindif.2022.102158 · Cited by 23
Török, L., Szabó, Z. P., & Orosz, G. (2022) · Scientific Reports · doi:10.1038/s41598-022-11547-4 · Cited by 23
Characterizing Mindset-Related Challenges in Undergraduate Chemistry Courses
Santos, D. L., & Mooring, S. R. (2022) · Journal of Chemical Education · doi:10.1021/acs.jchemed.2c00270 · Cited by 23
Evans, K. A., Papinniemi, A., Vuvan, V., Nicholson, V., Dafny, H. A., Levy, T., & Chipchase, L. S. (2022) · Physiotherapy Theory and Practice · doi:10.1080/09593985.2022.2113005 · Cited by 23
Ferguson, L. E., & Bråten, I. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.975105 · Cited by 23
The Prevalence of Educational Neuromyths among Hungarian Pre-Service Teachers
Víg, J., Révész, L., Kaj, M., Kälbli, K., Svraka, B., Révész-Kiszela, K., & Csányi, T. (2023) · Journal of Intelligence · doi:10.3390/jintelligence11020031 · Cited by 23
Self-Confidence and STEM Career Propensity: Lessons from an All-Girls Secondary School
Siani, A., & Harris, J. (2023) · Open Education Studies · doi:10.1515/edu-2022-0180 · Cited by 23
Barroso, C., Ganley, C. M., Schoen, R. C., & Schatschneider, C. W. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102179 · Cited by 23
Parental intrusive homework support and math achievement: Does the child’s mindset matter?
Park, D., Gunderson, E. A., Maloney, E. A., Tsukayama, E., Beilock, S. L., Duckworth, A. L., & Levine, S. C. (2023) · Developmental Psychology · doi:10.1037/dev0001522 · Cited by 23
Chen, Q., Wang, Y., & Zhang, Y. (2023) · Journal of Marketing · doi:10.1177/00222429231224333 · Cited by 23
Larsen, I. B., & Neergaard, H. (2024) · International Journal of Entrepreneurial Behaviour & Research · doi:10.1108/ijebr-06-2023-0578 · Cited by 23
Zhang, K., & He, W. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1428890 · Cited by 23
Unger-Aviram, E., & Erez, M. (2015) · European Journal of Work and Organizational Psychology · doi:10.1080/1359432x.2015.1044515 · Cited by 23
The Two Faces of Playfulness: A New Tool to Select Potentially Successful Sales Reps
Maxwell, S., Reed, G., Saker, J., & Story, V. M. (2005) · Journal of Personal Selling and Sales Management · doi:10.1080/08853134.2005.10749060 · Cited by 23
Dina, F., & Efklides, A. (2009) · European Journal of Education and Psychology · doi:10.30552/ejep.v2i3.31 · Cited by 23
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
