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 5,101–5,200 of 10,306
Zhou, J. T., & Wang, X. (2023) · Large-scale Assessments in Education · doi:10.1186/s40536-023-00167-7 · Cited by 10
Grinschgl, S., Berdnik, A.-L., Stehling, E., Hofer, G., & Neubauer, A. C. (2023) · Journal of Intelligence · doi:10.3390/jintelligence11060109 · Cited by 10
Growth Mind-Set and Healthy Behaviors In Older Adults
Fabio, R. A., Chiatto, L. M., & Colombo, B. (2023) · Activities Adaptation & Aging · doi:10.1080/01924788.2023.2252249 · Cited by 10
Gu, J., & Wang, J. (2023) · Current Psychology · doi:10.1007/s12144-023-05321-6 · Cited by 10
Iheanachor, N., Climent, R. C., Ulrich, K., & Ozegbe, A. E. (2024) · Management Decision · doi:10.1108/md-06-2023-0985 · Cited by 10
Wilang, J. D. (2024) · SAGE Open · doi:10.1177/21582440241262952 · Cited by 10
Mousavi, N., Golara, S., & Bockstedt, J. C. (2024) · Information Systems Research · doi:10.1287/isre.2022.0353 · Cited by 10
Neural Correlates of Growth Mindset: A Scoping Review of Brain-Based Evidence
Zeng, H. (2025) · Brain Sciences · doi:10.3390/brainsci15020200 · Cited by 10
Callan, G. L. (2014) · UWM Digital Commons (University of Wisconsin–Milwaukee) · Cited by 10
Chapter 11 Creativity as mood regulation
To, M. L., Ashkanasy, N. M., Fisher, C. D., & Rowe, P. A. (2010) · Research on emotion in organizations · doi:10.1108/s1746-9791(2010)0000006015 · Cited by 10
ORIENTACIONES MOTIVACIONALES, RENDIMIENTO ACADÉMICO Y GÉNERO EN ESTUDIANTES DE BACHILLERATO
Alemán, M. J., Trías, D., & Curione, K. (2011) · Ciencias Psicológicas · doi:10.22235/cp.v5i2.82 · Cited by 10
Mechanisms of change in the development of mathematical reasoning
Alibali, M. W. (2005) · Advances in child development and behavior · doi:10.1016/s0065-2407(05)80005-9 · Cited by 10
Smiley, P. A., Coulson, S. L., Greene, J. K., & Bono, K. L. (2009) · Social Development · doi:10.1111/j.1467-9507.2009.00553.x · Cited by 10
Growth Mindset as a Predictor of Smoking Cessation
Johnson, V. D. (2009) · EngagedScholarship @ Cleveland State University (Cleveland State University) · Cited by 10
Martinez, A. G., & Mendoza‐Denton, R. (2011) · Social Issues and Policy Review · doi:10.1111/j.1751-2409.2011.01028.x · Cited by 10
Predicting educational success and attrition in problem-based learning: do first impressions count?
Wijnia, L., Loyens, S. M. M., Derous, E., Koendjie, N. S., & Schmidt, H. G. (2013) · Studies in Higher Education · doi:10.1080/03075079.2012.754856 · Cited by 10
Weaver, A. D., & Watson, T. S. (2004) · The Behavior Analyst Today · doi:10.1037/h0100045 · Cited by 10
Gender and Causal Attributions for Mastery, Personal, and Interpersonal Events
Travis, C. B., Phillippi, R. H., & Henley, T. B. (1991) · Psychology of Women Quarterly · doi:10.1111/j.1471-6402.1991.tb00794.x · Cited by 10
Assessing Self-Regulation in Individuals With Visual Impairments
Argyropoulos, V., Sideridis, G. D., Botsas, G., & Padeliadu, S. (2011) · Assessment for Effective Intervention · doi:10.1177/1534508411406899 · Cited by 10
Mouratidis, A. A., Lens, W., & Sideridis, G. D. (2010) · Educational Psychology · doi:10.1080/01443410.2010.500281 · Cited by 10
Assessing the psychometric properties of the achievement goals questionnaire across task contexts
Muis, K. R., & Winne, P. H. (2012) · Canadian Journal of Education / Revue canadienne de l éducation · Cited by 10
How are non-geography majors motivated in a large introductory world geography course?
Park, S. W., & Huynh, N. T. (2015) · Journal of Geography in Higher Education · doi:10.1080/03098265.2015.1048507 · Cited by 10
Efficacy of a Growth Mindset Intervention to Increase Student Achievement
Wilkins, P. B. B. (2014) · Digital Commons - Gardner-Webb University (Gardner–Webb University) · Cited by 10
Implicit Theories of Marital Relationships: A Grounded Theory of Socialization Influences
Babarskienė, J., & Gaiduk, J. (2017) · Marriage & Family Review · doi:10.1080/01494929.2017.1347547 · Cited by 10
A Benefits Theory of Leisure Well-Being
Sirgy, M. J., Uysal, M., & Krüger, S. (2018) · International handbooks of quality-of-life · doi:10.1007/978-3-319-75529-8_1 · Cited by 10
Student Perceptions of Assessment-for-Learning Practices in an English Academic Writing Course
Ma, J. (2018) · English Teaching & Learning · doi:10.1007/s42321-018-0008-2 · Cited by 10
Fossil Atmospheres: a case study of citizen science in question-driven palaeontological research
Soul, L. C., Barclay, R. S., Bolton, A., & Wing, S. L. (2018) · Philosophical Transactions of the Royal Society B Biological Sciences · doi:10.1098/rstb.2017.0388 · Cited by 10
Exploring achievement goal theory, ACTFL's 5 Cs, and the L2 classroom: What goals do students set?
Rutté, A. M. M. D. (2019) · Foreign Language Annals · doi:10.1111/flan.12391 · Cited by 10
Transformative Experience: A Critical Review and Investigation of Individual Factors
Pugh, K. J., Bergstrom, C. M., Wilson, L., Geiger, S., Goldman, J. A., Heddy, B. C., Cropp, S., & Kriescher, D. P. J. (2019) · Springer eBooks · doi:10.1007/978-3-319-17727-4_155-1 · Cited by 10
Üztemur, S., Dinç, E., & İNEL, Y. (2020) · TED EĞİTİM VE BİLİM · doi:10.15390/eb.2020.8272 · Cited by 10
Doyle, R. A., & Thompson, A. E. (2020) · The Journal of Men s Studies · doi:10.1177/1060826520920878 · Cited by 10
Noordzij, G., & Wijnia, L. (2020) · Interdisciplinary Journal of Problem-based Learning · doi:10.14434/ijpbl.v14i1.28593 · Cited by 10
van Dam, A., Noordzij, G., & Born, M. P. (2020) · Journal of Personnel Psychology · doi:10.1027/1866-5888/a000260 · Cited by 10
States and Situations, Traits and Environments
Asendorpf, J. B., & Rauthmann, J. F. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108264822.007 · Cited by 10
Bauer, C. A., & Hannover, B. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.631142 · Cited by 10
Li, M., Fan, W., & Leong, F. T. L. (2021) · International Journal of Selection and Assessment · doi:10.1111/ijsa.12347 · Cited by 10
Zhang, L., & Zhang, Y. (2021) · Psychology Research and Behavior Management · doi:10.2147/prbm.s330961 · Cited by 10
How Do Novice Specialists in Human Resources Develop their Professional Identity?
Ibănescu, A. (2015) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2015.03.111 · Cited by 10
Evaluation of the Happiness Through Goal-Setting Training
Ehrlich, C. (2022) · Psychological Reports · doi:10.1177/00332941211071007 · Cited by 10
Shifting Beliefs in Computer Science: Change in CS Student Mindsets
Flanigan, A. E., Peteranetz, M. S., Shell, D. F., & Soh, L. (2022) · ACM Transactions on Computing Education · doi:10.1145/3471574 · Cited by 10
Yang, Z. G. O., Lu, H., & Bao, J. (2022) · European Journal of Innovation Management · doi:10.1108/ejim-08-2021-0387 · Cited by 10
Interpersonal competence and service leadership
Shek, D. T. L., Yu, L., & Siu, A. M. H. (2015) · International Journal on Disability and Human Development · doi:10.1515/ijdhd-2015-0407 · Cited by 10
Educational Psychology: Learning and Instruction
Schwartz, N. H., Click, K., & Bartel, A. N. (2022) · Springer international handbooks of education · doi:10.1007/978-3-030-26248-8_67-1 · Cited by 10
Janson, M. P., Siebert, J., & Dickhäuser, O. (2022) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-022-00358-2 · Cited by 10
Regional Gray Matter Volume Is Associated with Growth Mindset: A Voxel-Based Morphometry Study
Jia, X., Hao, L., He, L., Li, P., Liu, M., Zhang, Y., & Qiu, J. (2022) · Neuroscience · doi:10.1016/j.neuroscience.2022.11.020 · Cited by 10
Soepriyatna, & Pangaribuan, C. H. (2022) · International Journal of Information Engineering and Electronic Business · doi:10.5815/ijieeb.2022.04.05 · Cited by 10
Jin, W., Miao, J., & Zhan, Y.-F. (2022) · International Journal of Mental Health Promotion · doi:10.32604/ijmhp.2022.018624 · Cited by 10
Zhao, S., Du, H., Lin, D., Wu, Q., Li, Q., & Chi, P. (2023) · Applied Psychology Health and Well-Being · doi:10.1111/aphw.12439 · Cited by 10
Cultural Interpretations of Achievement Motivation
Kumar, R., & Maehr, M. L. (2007) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-60752-601-820251006 · Cited by 10
Jonsson, A., & Beach, D. (2010) · Borås Academic Digital Archive (University of Borås) · Cited by 10
Effects of group goal content on group processes, collective efficacy, and satisfaction
Winton, S. L., & Kane, T. D. (2015) · Journal of Applied Social Psychology · doi:10.1111/jasp.12336 · Cited by 10
Achievement and Motivation: A Different Perspective on Familiar Concepts
Aslan, A. E., & Kırıkkanat, B. (2013) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2013.12.036 · Cited by 10
Magson, N. R., Bodkin‐Andrews, G., Craven, R. G., Nelson, G., & Yeung, A. S. (2013) · The Australian Educational and Developmental Psychologist · doi:10.1017/edp.2013.11 · Cited by 10
Higgins, M. C. (2001) · The Journal of Applied Behavioral Science · doi:10.1177/0021886301373002 · Cited by 10
Switzky, H. N., & Haywood, H. C. (1992) · Learning and Individual Differences · doi:10.1016/1041-6080(92)90016-8 · Cited by 10
Martínez, L. N., Soriano, J. A., Holgado, F. P., & López, M. G. (2009) · Acción Psicológica · doi:10.5944/ap.6.2.218 · Cited by 10
Achievement Goal Orientation and Academic Performance in Undergraduate Students
Goraya, F., & Hasan, S. S. (2012) · Cited by 10
Wang, J., Liu, W. C., & Chye, S. Y. L. (2010) · NIE Digital Repository (National Institute of Education, Nanyang Technological University) · Cited by 10
Wirtz, D., Stalls, J. S., Scollon, C. N., & Wuensch, K. L. (2016) · The Journal of Positive Psychology · doi:10.1080/17439760.2016.1152503 · Cited by 10
Corpus, J. H., Wormington, S. V., & Haimovitz, K. (2016) · The Elementary School Journal · doi:10.1086/684810 · Cited by 10
Endorsement of achievement goals across secondary school years: Applying a state-trait framework
Lee, E. J. (2016) · Journal of Research in Personality · doi:10.1016/j.jrp.2016.07.004 · Cited by 10
IDEALS: A Model for Integrating Engineering Design Professional Skills Assessment and Learning
DAVIS, D. C., Trevisan, M. S., Davis, H., Beyerlein, S. W., Howe, S., Thompson, P. L., McCormack, J., Brackin, P., & Khan, M. J. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--18072 · Cited by 10
Cegarra-Sánchez, J., & Cegarra‐Navarro, J. (2017) · VINE Journal of Information and Knowledge Management Systems · doi:10.1108/vjikms-12-2016-0070 · Cited by 10
Ackerman, D. S., & Chung, C. (2017) · Journal of Marketing Education · doi:10.1177/0273475317735654 · Cited by 10
Ariani, D. W. (2017) · Educational Research and Reviews · doi:10.5897/err2017.3381 · Cited by 10
Examining the Relationship Between the Achievement Goals and Teacher Engagement of Turkish Teachers
Karahan, B. Ü. (2018) · Journal of Education and Training Studies · doi:10.11114/jets.v6i3.2919 · Cited by 10
Heckhausen, J., & Heckhausen, H. (2018) · Springer eBooks · doi:10.1007/978-3-319-65094-4_16 · Cited by 10
Simon, S., Shaffer, E. S., Neel, R., & Shapiro, J. R. (2018) · Social Psychological and Personality Science · doi:10.1177/1948550618778584 · Cited by 10
Khattak, S. R., Saleem, Z., & Khan, H. (2017) · International Journal of Organizational Leadership · doi:10.33844/ijol.2017.60338 · Cited by 10
Brown, C. M., & Hanson, A. E. S. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00135 · Cited by 10
One Size Does Not Fit All: A Review of How Personal Influences Affect Workplace Feedback Processes
Corwin, E. S., Simon, L., & Rosen, C. C. (2019) · Springer eBooks · doi:10.1007/978-3-030-30915-2_11 · Cited by 10
Tran, C., Schenke, K., & Hickey, D. T. (2014) · Boulder, CO: International Society of the Learning Sciences eBooks · doi:10.22318/icls2014.1027 · Cited by 10
Calheiros, M. M., Silva, C. S., & Patrício, J. N. (2020) · Children and Youth Services Review · doi:10.1016/j.childyouth.2020.105230 · Cited by 10
Mao, J., Chen, J., Ling, Y., & Huebner, E. S. (2020) · Creativity Research Journal · doi:10.1080/10400419.2020.1821569 · Cited by 10
Talent Development, Cultural Diversity, and Equity: The Challenge of the Andean Countries
Blumen, S. (2020) · Springer eBooks · doi:10.1007/978-3-030-56869-6_2 · Cited by 10
Tercanlıoğlu, L., & Demiröz, H. (2015) · The Qualitative Report · doi:10.46743/2160-3715/2015.2113 · Cited by 10
An, M., Zhang, X., Wang, Y., Zhao, J., & Kong, L. (2021) · European Journal of Psychology of Education · doi:10.1007/s10212-021-00572-y · Cited by 10
Psychometric properties of a French version of the Implicit Theories of Emotion Scale
Congard, A., Vigouroux, S. L., Antoine, P., Andreotti, E., & Perret, P. (2021) · European Review of Applied Psychology · doi:10.1016/j.erap.2021.100728 · Cited by 10
Resilience in the face of cognitive aging:
Hertzog, C. K., & Jopp, D. S. (2010) · Cambridge University Press eBooks · doi:10.1017/cbo9780511763151.007 · Cited by 10
Holocher‐Ertl, S., Kubinger, K. D., & Hohensinn, C. (2008) · Phaidra (Universität Wien) · Cited by 10
Toward a clarification of the effects of achievement goals
Darnon, C., Butera, F., & Harackiewicz, J. M. (2008) · HAL · Cited by 10
Selbstregulation, Regulationsfokus und Arbeitsmotivation
Holler, M., Fellner, B., & Kirchler, E. M. (2005) · Journal für Betriebswirtschaft · doi:10.1007/s11301-005-0011-2 · Cited by 10
Bennett, M., & Galpert, L. (1992) · Motivation and Emotion · doi:10.1007/bf00995514 · Cited by 10
Calibrating Canadian Universities
Cramer, K. M., & Page, S. (2007) · Canadian Journal of School Psychology · doi:10.1177/0829573507301040 · Cited by 10
Ackerman, L., & Ackerman, P. L. (1989) · Personality and Individual Differences · doi:10.1016/0191-8869(89)90235-3 · Cited by 10
Goal Orientation, Goal Difficulty, and Incentive Values of Academic Goals
Wicker, F. W., Hamman, D., Reed, J. H., McCann, E. J., & Turner, J. E. (2005) · Psychological Reports · doi:10.2466/pr0.96.3.681-689 · Cited by 10
Hardré, P. L., Slater, J., & Nanny, M. A. (2009) · Evaluation and Program Planning · doi:10.1016/j.evalprogplan.2009.12.004 · Cited by 10
Students’ goal orientations and perceptions of professional competencies
Koul, R., Clariana, R. B., Kongsuwan, S., & Sujivorakul, C. (2009) · Journal of Vocational Education and Training · doi:10.1080/13636820903052526 · Cited by 10
Prediction of Performance from Motivation and Ability Information in Burkina Faso Adolescents
Dahourou, D., Koné, D., & Mullet, É. (1995) · The Journal of Psychology · doi:10.1080/00223980.1995.9914978 · Cited by 10
Self-Regulation Within Game-Based Learning Environments
Nietfeld, J. L., & Shores, L. R. (2011) · SensePublishers eBooks · doi:10.1007/978-94-6091-329-7_2 · Cited by 10
Job embeddedness as a modulation
Cheng, C., & Chang, J.-N. (2016) · Journal of Organizational Change Management · doi:10.1108/jocm-10-2014-0184 · Cited by 10
The Mathematics-Oriented Epistemological Belief Scale (MOEBS): Validity and Reliability Study
İlhan, M., & Çetin, B. (2013) · Kuramsal Eğitimbilim · doi:10.5578/keg.5952 · Cited by 10
Forschung zur Schülerpersönlichkeit
Dalbert, C., & Stöber, J. (2004) · VS Verlag für Sozialwissenschaften eBooks · doi:10.1007/978-3-663-10249-6_36 · Cited by 10
Reid, K., & Imbrie, P. K. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--4133 · Cited by 10
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:10.5325/jgeneeduc.60.2.101 · Cited by 10
Cervelló, E. M., Murcia, J. A. M., Álvarez, F. D. V., & Reina, R. (2007) · Acceda (Universidad de Las Palmas de Gran Canaria) · Cited by 10
Klein‐Heßling, J., & Lohaus, A. (2002) · Anxiety Stress & Coping · doi:10.1080/1061580021000020734 · Cited by 10
Parker‐Rees, R. (2000) · Education 3-13 · doi:10.1080/03004270085200061 · Cited by 10
Desarrollo cognitivo-motivacional y rendimiento académico en segunda etapa de EGB y BUP
Merino, A. P., & Díaz, J. O. (1993) · Studies in Psychology Estudios de Psicología · doi:10.1080/02109395.1993.10821186 · Cited by 10
The Effect of Priming Causal Dimensional Categories on Social Judgments
Williams, C. W. (1993) · Social Cognition · doi:10.1521/soco.1993.11.2.223 · Cited by 10
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
