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 5,301–5,400 of 10,306
Emmett, J. (2013) · NASSP Bulletin · doi:10.1177/0192636513479138 · Cited by 9
Meneghetti, C., & Béni, R. D. (2010) · European Journal of Psychology of Education · doi:10.1007/s10212-010-0019-4 · Cited by 9
The effect of emotions, promotion vs. prevention focus, and feedback on cognitive engagement
Wytykowska, A., & Gabińska, A. (2015) · Polish Psychological Bulletin · doi:10.1515/ppb-2015-0042 · Cited by 9
Thinkers' Personalities: On Individual Differences in the Processes of Sense Making
Kruglanski, A. W., & Sheveland, A. (2012) · SAGE Publications Ltd eBooks · doi:10.4135/9781446247631.n24 · Cited by 9
Kaya, F., & Tümkaya, S. (2017) · Journal of Human Sciences · doi:10.14687/jhs.v14i1.4328 · Cited by 9
Buldur, S., & Doğan, A. (2016) · Hacettepe University Journal of Education · doi:10.16986/huje.2016015694 · Cited by 9
Language Learner Autonomy in Ontario's ESL Context
Arfae, A. M. (2017) · Scholarship@Western (Western University) · Cited by 9
Zirenko, M. S. (2018) · Психология Журнал Высшей школы экономики · doi:10.17323/1813-8918-2018-1-39-53 · Cited by 9
Striving for Prestige in Samoa: A Comparison of Men, Women, and Fa’afafine
Semenyna, S. W., & Vasey, P. L. (2018) · Journal of Homosexuality · doi:10.1080/00918369.2018.1503461 · Cited by 9
Mastery Goal Orientation Promoting Students’ Expectancies for Success And Self-Efficacy
Sekreter, G. (2016) · Journal of Education in Black Sea Region · doi:10.31578/jebs.v2i1.33 · Cited by 9
A Qualitative Exploration of Pre-health Students' Perceptions of Academic Success and Persistence
Dumke, E. K., Tyndall, C. L., Naff, D., Crowder, A., & Cauley, K. M. (2018) · NACADA Journal · doi:10.12930/nacada-16-031 · Cited by 9
Fernández-Salinero, S., & Topa, G. (2019) · Behavioral Sciences · doi:10.3390/bs9030031 · Cited by 9
Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools
El-Abd, M., Callahan, C. M., & Azano, A. P. (2019) · Journal of Advanced Academics · doi:10.1177/1932202x19843238 · Cited by 9
Innovationen in der Hochschullehre – das Beispiel Technische Universität Braunschweig
Kauffeld, S., Stasewitsch, E., de Wall, K., & Othmer, J. (2019) · Springer eBooks · doi:10.1007/978-3-658-22797-5_1 · Cited by 9
Professor Goals and Student Experiences in Traditional IBL Real Analysis: a Case Study
Dawkins, P. C., Oehrtman, M., & Mahavier, W. T. (2019) · International Journal of Research in Undergraduate Mathematics Education · doi:10.1007/s40753-019-00095-4 · Cited by 9
Cutumisu, M. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.01794 · Cited by 9
Achievement Goals in Music Contexts: A Review of Literature
Tan, L., & Sin, H. X. (2019) · Update Applications of Research in Music Education · doi:10.1177/8755123319878482 · Cited by 9
Can praise undo the unfavourable effects of earlier failures?
Bąk, O., & Leśniak, M. (2020) · Educational Psychology · doi:10.1080/01443410.2020.1778642 · Cited by 9
Kosmyna, N., Gross, A., & Maes, P. (2020) · ACM International Conference on Interaction Design and Children (IDC) · doi:10.1145/3392063.3394424 · Cited by 9
Cornwell, T. B., Setten, E., Paik, S.-H. W., & Pappu, R. (2020) · Journal of Public Policy & Marketing · doi:10.1177/0743915620939581 · Cited by 9
Arrick, A. (2016) · Cited by 9
Prior failures, laboring in vain, and knowing when to give up: Incremental versus entity theories
Bae, J., Hong, S.-S., & Son, L. K. (2020) · Metacognition and Learning · doi:10.1007/s11409-020-09253-5 · Cited by 9
Karakowsky, L., Kotlyar, I., & Good, J. R. L. (2020) · The Journal of Creative Behavior · doi:10.1002/jocb.486 · Cited by 9
Kim, J.-B., Moon, K.-S., & Park, S. (2021) · Asia Pacific Education Review · doi:10.1007/s12564-020-09664-8 · Cited by 9
Gifted Students’ Beliefs about Knowledge and Learning
Nacaroğlu, O., & Kızkapan, O. (2021) · Journal of Science Learning · doi:10.17509/jsl.v4i3.31995 · Cited by 9
Self-Regulatory Efficacy and Mindset of At-Risk Students: An Exploratory Study
Matheson, I. A. (2015) · Exceptionality Education International · doi:10.5206/eei.v25i1.7717 · Cited by 9
Chang, J., Morrison, A. M., Chen, S., & Lin, S. H.-H. (2021) · Food Culture & Society · doi:10.1080/15528014.2021.2015942 · Cited by 9
Confino, D., Schori‐Eyal, N., Gur, T., & Falomir‐Pichastor, J. M. (2022) · Comprehensive Results in Social Psychology · doi:10.1080/23743603.2022.2026215 · Cited by 9
Lin, H.-R., Kopiez, R., Müllensiefen, D., & Hasselhorn, J. (2022) · Psychology of Music · doi:10.1177/03057356211073479 · Cited by 9
Oberoi, S., Srivastava, S., Gupta, V. K., Joshi, R., & Mehta, A. (2022) · Journal of risk and financial management · doi:10.3390/jrfm15070300 · Cited by 9
Cameron, R. J. (1998) · Educational and Child Psychology · doi:10.53841/bpsecp.1998.15.1.40 · Cited by 9
Myers, M. D., Nichols, J. D., & White, J. (2003) · International Journal of Educational Reform · doi:10.1177/105678790301200202 · Cited by 9
Galletta, M., & Portoghese, I. (2012) · UNICA IRIS Institutional Research Information System (University of Cagliari) · Cited by 9
What Influences Student Learning in an Online Course
Kennedy, C. A. (2000) · Cited by 9
Ben‐Zeev, T., Carrasquillo, C. M., Ching, A. M. L., Kliengklom, T., McDonald, K. L., Newhall, D. C., Patton, G., Stewart, T. D., Stoddard, T., Inzlicht, M., et al. (2004) · Cambridge University Press eBooks · doi:10.1017/cbo9780511614446.010 · Cited by 9
People Who Fail at Self-Regulation: What Should We Think of Them--and How?
Cervone, D. (1996) · Psychological Inquiry · doi:10.1207/s15327965pli0701_7 · Cited by 9
Der “Saisonarbeiter” - genauer betrachtet
Mischo, C. (2006) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652.20.12.97 · Cited by 9
Comparing Achievement Goal Orientations of Iranian Gifted and Nongifted Schoolchildren
Marzooghi, R., Sheikholes, R., & Shamshiri, B. (2009) · Journal of Applied Sciences · doi:10.3923/jas.2009.1990.1993 · Cited by 9
A study on personality identification using game based theory
Yaakub, C. Y., Sulaiman, N., & Kim, C. W. (2010) · International Conference on Computer Technology and Development · doi:10.1109/icctd.2010.5646417 · Cited by 9
Les stratégies d’auto-handicap : fondements théoriques, déterminants et caractéristiques
Coudevylle, G. R., Gernigon, C., Ginis, K. A. M., & Famose, J.-P. (2014) · Psychologie Française · doi:10.1016/j.psfr.2014.04.002 · Cited by 9
The Development of the Motivation for Critical Reasoning in Online Discussions Inventory (MCRODI)
Zhang, T., Koehler, M. J., & Spatariu, A. (2009) · American Journal of Distance Education · doi:10.1080/08923640903294411 · Cited by 9
Organizational tenure and mastery-avoidance goals: the moderating role of psychological empowerment
Humborstad, S. I. W., & Dysvik, A. (2015) · The International Journal of Human Resource Management · doi:10.1080/09585192.2015.1061579 · Cited by 9
Emotional Behaviour and Academic Achievement in Middle School Children
Soomro, N., & Clarbour, J. (2012) · Cited by 9
Applying Psychology Disciplinary Knowledge to Psychology Teaching and Learning
Zinkiewicz, L., Hammond, Ν. G. L., & Trapp, A. (2003) · Cited by 9
Caprara, G. V., & Vecchione, M. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108264822.038 · Cited by 9
Rohe, M. S., Funke, J., Storch, M., & Weber, J. (2016) · Journal of dynamic decision making · doi:10.11588/jddm.2016.1.28510 · Cited by 9
Exploring the Influence of Teacher Language on Fourth Grade Students’ Mindsets: A Multi-Case Study
Rau, A. (2016) · The Qualitative Report · doi:10.46743/2160-3715/2016.2213 · Cited by 9
Woodrow, L., & Chapman, E. (2002) · UWA Profiles and Research Repository (UWA) · Cited by 9
Bråten, I., Lien, A., & Nietfeld, J. L. (2017) · Zeitschrift für Psychologie · doi:10.1027/2151-2604/a000291 · Cited by 9
Çakmak‐Otluoğlu, K. Ö., & Bolat, B. A. (2020) · International Journal for Educational and Vocational Guidance · doi:10.1007/s10775-020-09441-4 · Cited by 9
Hershkovitz, A., Baker, R. S., Gobert, J. D., & Nakama, A. (2012) · International Conference of Learning Sciences · Cited by 9
Greek Talented Students’ Motivation: A Qualitative Analysis
Zbainos, D., & Kyritsi, A. (2011) · Gifted and Talented International · doi:10.1080/15332276.2011.11673597 · Cited by 9
IMPLICIT THEORY OF ATHLETIC ABILITY AND SELF-HANDICAPPING IN COLLEGE STUDENTS
Chen, L. H. (2008) · Psychological Reports · doi:10.2466/pr0.103.6.476-484 · Cited by 9
Mastery and challenge seeking: Two dimensions within learning goals?
Dupeyrat, C., Mariné, C., & Escribe, C. (1999) · Swiss Journal of Psychology · doi:10.1024//1421-0185.58.1.22 · Cited by 9
The Impact of Motivational “World‐view” on Engagement in a Cognitive Acceleration Programme
McLellan, R. (2006) · International Journal of Science Education · doi:10.1080/09500690600621050 · Cited by 9
Coward, F. L. (2002) · Texas ScholarWorks (Texas Digital Library) · Cited by 9
Performance Schemata in Dyadic Competition and Cooperation
Dru, V., Rulence-Pâques, P., & Mullet, É. (2004) · The American Journal of Psychology · doi:10.2307/4148987 · Cited by 9
Web-Based Instruction and Learning: Analysis and Needs Assessment
Grabowski, B. L., McCarthy, M., & Koszalka, T. A. (1998) · NASA STI Repository (National Aeronautics and Space Administration) · Cited by 9
Faria, L., Pepi, A., & Alesi, M. (2006) · Social Behavior and Personality An International Journal · doi:10.2224/sbp.2006.34.7.815 · Cited by 9
Fontaine, A. M. (1991) · Personality and Individual Differences · doi:10.1016/0191-8869(91)90063-h · Cited by 9
Golem und Enhancement: Elternkognitionen und das schulische Leistungshandeln in Physik
Ziegler, A., Broome, P., & Heller, K. Α. (1999) · Zeitschrift für Pädagogische Psychologie · doi:10.1024//1010-0652.13.3.135 · Cited by 9
Dishonesty in the biochemistry classroom laboratory: A synthesis of causes and prevention
Carlo, D. I. D., & Bodner, G. M. (2006) · Biochemistry and Molecular Biology Education · doi:10.1002/bmb.2006.494034052657 · Cited by 9
Achievement goals and cognitive learning strategies in dynamic contexts of learning
Salovaara, H. (2005) · Cited by 9
Gender Differences in Motivational Style
Rogers, C., Galloway, D., Armstrong, D., & Leo, E. (2000) · European Education · doi:10.2753/eue1056-4934320479 · Cited by 9
Comparison of the Academic Motivation of Average, Gifted and Highly Gifted Girls and Boys
Ziegler, A., Heller, K. Α., & Stachl, S. C. (1998) · Gifted and Talented International · doi:10.1080/15332276.1998.11672887 · Cited by 9
Motivation and School Learning
Ng, C., & Renshaw, P. D. (2003) · Springer eBooks · doi:10.1007/978-94-017-3368-7_34 · Cited by 9
The Effects of Implicit Theories of Emotion on Emotion Regulation and Experience
Livingstone, K. M. (2012) · Scholars' Bank (University of Oregon) · Cited by 9
Bonne, L. (2012) · Open Access Victoria University of Wellington | Te Herenga Waka (Figshare) · doi:10.26686/wgtn.17000635.v1 · Cited by 9
Harris, C. L. (2003) · Texas ScholarWorks (Texas Digital Library) · Cited by 9
THE SPIRITUAL LIMITS OF NEUROPSYCHOLOGICAL LIFE
Teske, J. A. (1996) · Zygon® · doi:10.1111/j.1467-9744.1996.tb00020.x · Cited by 9
Lim, H.-Y. (2004) · Texas ScholarWorks (Texas Digital Library) · Cited by 9
South, S. C., Reichborn‐Kjennerud, T., Eaton, N. R., & Krueger, R. F. (2012) · Wiley eBooks · doi:10.1002/9781118133880.hop205001 · Cited by 9
Principals Implementing Growth Mindset Norms: Insights on School Culture Reform
Guidera, I. A. (2014) · eScholarship (California Digital Library) · Cited by 9
Self-Control and the Reasons Behind Our GoalsPreprint
Converse, B. A., Juarez, L., & Hennecke, M. (2018) · OSF Preprints (OSF Preprints) · doi:10.31219/osf.io/ztw9j · Cited by 9
Goldberg, M. D. (1994) · doi:10.18130/v3ng5x · Cited by 9
Social representation of competition, fraud and academic cheating of French and Hungarian citizens
Orosz, G. (2010) · Cited by 9
Sulalah, S., Fatima, S., & Rohman, M. (2024) · Archive for the Psychology of Religion · doi:10.1177/00846724241229731 · Cited by 8
Cai, T., Li, X., Chen, S., Wang, X., Liu, Y., Zhang, K., Wu, G., & Qu, Y. (2024) · Journal of Adolescent Health · doi:10.1016/j.jadohealth.2024.05.011 · Cited by 8
Morgan, K., Reed, H., Garay, S. M., de Vocht, F., & Murphy, S. (2024) · BMC Public Health · doi:10.1186/s12889-024-19611-6 · Cited by 8
Zhang, J., Cheng, L., Yang, Y., & Wang, X. (2024) · Personality and Social Psychology Bulletin · doi:10.1177/01461672241287817 · Cited by 8
Linking leader inclusiveness to employee voice: Exploring dual-mediation paths
Gong, L., Shu-qin, Z., & Liu, Z. (2024) · Journal of Management & Organization · doi:10.1017/jmo.2024.21 · Cited by 8
Yuan, M., Li, Y., Wang, Y., Wang, L., & Yuan, W. (2024) · Personality and Individual Differences · doi:10.1016/j.paid.2024.112997 · Cited by 8
Buddington, L. (2025) · Journal of American College Health · doi:10.1080/07448481.2025.2464769 · Cited by 8
Hong, S., & Sun, W. (2025) · International Journal of Applied Linguistics · doi:10.1111/ijal.12713 · Cited by 8
Yang, G., & Liu, J. (2025) · System · doi:10.1016/j.system.2025.103766 · Cited by 8
Drivers of academic dishonesty: situational pressures versus student motivation
Yin, X., Lai, Q., & Guo, Y. (2025) · International Journal of Adolescence and Youth · doi:10.1080/02673843.2025.2560649 · Cited by 8
Kwan, L., & Hung, Y. S. (2025) · Social Science Computer Review · doi:10.1177/08944393251389125 · Cited by 8
Charoensilp, P., Kim, H., & Sriutaisuk, S. (2025) · PLoS ONE · doi:10.1371/journal.pone.0337039 · Cited by 8
Project Management and Learning: The Learning Project
Gil, A. J., & Mataveli, M. (2018) · InTech eBooks · doi:10.5772/intechopen.72051 · Cited by 8
Psychological Aspect of Pre-competition Warm-up: Motivational Process and Outcomes
Gencer, E. (2021) · Journal of Educational Issues · doi:10.5296/jei.v7i1.18535 · Cited by 8
Hyland, D., van Kampen, P., & Nolan, B. C. (2021) · International Journal of Mathematical Education in Science and Technology · doi:10.1080/0020739x.2021.1953627 · Cited by 8
Jiang, T., Canevello, A., & Crocker, J. (2022) · Personality and Social Psychology Bulletin · doi:10.1177/01461672221080949 · Cited by 8
Alkhadim, G. S. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.882164 · Cited by 8
Does implicit theory of intelligence moderate judgment of learning-based study time allocation?
Ikeda, K., Jiang, J., Kakinuma, K., & Tanaka, A. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101709 · Cited by 8
Diaconu‐Gherasim, L. R., Brumariu, L. E., Moore, M., & Kerns, K. A. (2022) · Educational Psychology · doi:10.1080/01443410.2022.2136361 · Cited by 8
Anyanwu, A. N., Ezenwosu, N. E., & Ekene, E. K. (2022) · INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS · doi:10.47191/ijmra/v5-i11-23 · Cited by 8
Sabet, S. S. A., Moradi, F., & Soufi, S. (2022) · Innoeduca International Journal of Technology and Educational Innovation · doi:10.24310/innoeduca.2022.v8i2.13079 · Cited by 8
Students' goal orientations and their perceived peer relationships
Wolgast, A., & Keller-Schneider, M. (2023) · Current Psychology · doi:10.1007/s12144-023-04468-6 · Cited by 8
A new theory of employee turnover: from the perspective of psychological goal system
Zhang, K., & Yang, N. (2023) · Nankai Business Review International · doi:10.1108/nbri-09-2022-0092 · Cited by 8
Relationship Between Implicit Intelligence Beliefs and Maladaptive Self-Regulation of Learning
Flanigan, A. E., Peteranetz, M. S., Shell, D. F., & Soh, L. (2023) · ACM Transactions on Computing Education · doi:10.1145/3595187 · Cited by 8
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
