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 5,401–5,500 of 10,306
Nguyen, T. S., Chan, J. Y. K., Ha, J. T. K., Umekwe-Odudu, U., & Villafañe, S. M. (2024) · Chemistry Education Research and Practice · doi:10.1039/d3rp00352c · Cited by 8
Buchlmayer, A. G., Snyder, L. E., Sotomayor, I., Smith, A. C., Jans, L. K., Schleider, J. L., Khoury-Malhame, M. E., & Fox, C. (2024) · Psi Chi Journal of Psychological Research · doi:10.24839/2325-7342.jn29.1.24 · Cited by 8
A Theoretical Framework of Developing Leadership Capacity for Successful Organizational Outcomes
Markova, M. O., Taysever, G. J., & Angelov, S. (2024) · Journal of Leadership in Organizations · doi:10.22146/jlo.77232 · Cited by 8
Chu, P., Jiang, Z., Xiao, X., Liang, X., Chen, J., & Chiang, F. (2024) · Research in Science Education · doi:10.1007/s11165-024-10178-1 · Cited by 8
Fang, D., & Maglio, S. J. (2024) · Organizational Behavior and Human Decision Processes · doi:10.1016/j.obhdp.2024.104365 · Cited by 8
Zakirullah, Z., Camlibel, B. B., & Ying, H. (2025) · Journal of Human Resource and Sustainability Studies · doi:10.4236/jhrss.2025.131002 · Cited by 8
Rathjens, B., Zhang, L., & Cha, J. (2025) · Journal of Hospitality and Tourism Technology · doi:10.1108/jhtt-11-2023-0348 · Cited by 8
Jian-hua, Z., & Zhang, L. J. (2025) · Metacognition and Learning · doi:10.1007/s11409-025-09434-0 · Cited by 8
Strosher, H. (2003) · UVic’s Research and Learning Repository (University of Victoria) · Cited by 8
Mucherah, W. M. (2013) · Journal of Education Society and Behavioural Science · doi:10.9734/bjesbs/2013/2413 · Cited by 8
Geary, D. C. (2010) · PubMed · Cited by 8
Guan, J., Xiang, P., McBride, R. E., & Keating, X. D. (2013) · Journal of sport behavior · Cited by 8
Reid, K., & Indiana University-Purdue (2008) · ASEE Annual Conference & Exposition · Cited by 8
Goal Orientation and How a Task or Ego Mentality Can Affect the Enjoyment for College Hockey Players
Schneider, R. G., Harrington, M. G., & Tobar, D. A. (2015) · College student journal · Cited by 8
The Motivation of High School Students by Achievement Goals
Mendes, M. S. (2016) · Psico-USF · doi:10.1590/1413-82712016210212 · Cited by 8
Adolescents’ Implicit Theories of Peer Relationships and Their School Adjustment
Cheung, C. S.-S., Wang, C., Monroy, J. A., & Couch, L. K. (2016) · AERA Open · doi:10.1177/2332858416675328 · Cited by 8
Teachers' Beliefs About the Nature and Malleability of Intelligence
Fang, F.-F. A. (2017) · Columbia Academic Commons (Columbia University) · doi:10.7916/d85h7nmb · Cited by 8
Miškulin, N., & Vrdoljak, G. (2017) · Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje · doi:10.15516/cje.v19i3.2178 · Cited by 8
Fong, L. H. N., Chan, I. C. C., Law, R., & Ly, T. P. (2017) · Springer eBooks · doi:10.1007/978-3-319-72923-7_25 · Cited by 8
The impact of goal progress and individual differences on self‐regulation in training
Donovan, J. J., Lorenzet, S. J., Dwight, S. A., & Schneider, D. (2018) · Journal of Applied Social Psychology · doi:10.1111/jasp.12556 · Cited by 8
Harlow, D. B., Hansen, A. K., McBeath, J. K., & Leak, A. E. (2018) · Advances in STEM education · doi:10.1007/978-3-319-97475-0_14 · Cited by 8
MINIMIZING THE TURNOVER INTENTION BY EMPLOYEE DEVELOPMENT IN GARMENT COMPANIES
Kurniawati, S. A., & Wahyuni, S. (2019) · Jurnal Aplikasi Manajemen · doi:10.21776/ub.jam.2019.017.01.19 · Cited by 8
Metacognitive Capability: The Superordinate Competence for the Twenty-First Century
Sale, D. (2020) · Cognitive science and technology · doi:10.1007/978-981-15-3469-0_3 · Cited by 8
The Effects of Goal Orientations on Academic Help-Seeking and Peer Modeling
Okada, R., Ohtani, K., Nakaya, M., & Ito, T. (2012) · The Japanese Journal of Personality · doi:10.2132/personality.21.111 · Cited by 8
Conceptual and Historical Perspectives
Cloninger, S. C. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108264822.004 · Cited by 8
Yoon, J. H., & Cho, E. (2021) · Entrepreneurship Research Journal · doi:10.1515/erj-2020-0054 · Cited by 8
Masterson, L., & Koch, M. (2021) · Investigations in Mathematics Learning · doi:10.1080/19477503.2021.1913382 · Cited by 8
Aslan, Ş., & GÜZEL, Ş. (2021) · Yönetim Bilimleri Dergisi · doi:10.35408/comuybd.786927 · Cited by 8
Nicolleau, M., Mascret, N., Martha, C., Naude, C., Serre, T., & Ragot-Court, I. (2022) · Transportation Research Part F Traffic Psychology and Behaviour · doi:10.1016/j.trf.2022.03.003 · Cited by 8
Zhao, Y. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.726679 · Cited by 8
Fangfang, Z., Youhuan, W., & Li, P. (2022) · International Journal for Educational and Vocational Guidance · doi:10.1007/s10775-022-09542-2 · Cited by 8
RELATIONSHIP OF PERCEIVED AND ACTUAL MOTOR COMPETENCE IN CHILDREN
Raudsepp, L. (2002) · Perceptual and Motor Skills · doi:10.2466/pms.94.2.1059-1070 · Cited by 8
Suizzo, M., Jackson, K. M., & Nauman, C. (2022) · The Journal of Early Adolescence · doi:10.1177/02724316221126414 · Cited by 8
Zeeb, H., Hunecke, J., & Voss, T. (2022) · Social Psychology of Education · doi:10.1007/s11218-022-09725-3 · Cited by 8
El papel de la mentalidad de crecimiento en el desempeño de estudiantes de escuela primaria
Coni, A. G., Saldi, L. B., Villarramos, C., Andrés, M. L., & Juric, L. C. (2022) · Actualidades en Psicología · doi:10.15517/ap.v36i133.45774 · Cited by 8
Du, X., Bai, X., Liu, Y., & Yuan, S. (2022) · Current Psychology · doi:10.1007/s12144-022-04168-7 · Cited by 8
Ahn, J., Kim, Y., & Jang, D. (2023) · International Journal of Sport and Exercise Psychology · doi:10.1080/1612197x.2023.2168723 · Cited by 8
Üstün, U. (2023) · International Journal of Science Education · doi:10.1080/09500693.2023.2167244 · Cited by 8
Allen, E. C., Masonheimer, A. T., & Wolters, C. A. (2023) · International Journal of Educational Research · doi:10.1016/j.ijer.2023.102174 · Cited by 8
Writing Motivation Profiles and Their Association With Writing Performance
Camacho, A., Smedt, F. D., Maio, R., Cadima, J., Keer, H. V., & Alves, R. A. (2023) · Topics in Language Disorders · doi:10.1097/tld.0000000000000314 · Cited by 8
Putting learners at the heart of the feedback process: Reflections on the special issue
Wiliam, D. (2023) · Learning and Instruction · doi:10.1016/j.learninstruc.2023.101785 · Cited by 8
Linking Psychological Empowerment to Innovative Work Behavior in Hotels
Tager, A., Zaki, M., & Ahmed, I. (2023) · International Journal of Tourism and Hospitality Management · doi:10.21608/ijthm.2023.300853 · Cited by 8
Su, C. (2023) · Knowledge Management Research & Practice · doi:10.1080/14778238.2023.2229284 · Cited by 8
Henshaw, E. J., Kennedy, S. J., Lourie, A., James, D., & Folivi, F. (2023) · Health Psychology Research · doi:10.52965/001c.75190 · Cited by 8
Barber, J. D. (2023) · International Journal on Social and Education Sciences · doi:10.46328/ijonses.591 · Cited by 8
Peran Mindset Terhadap Ketangguhan Mental Mahasiswa
Adelina, I., Analya, P., & Anggelia, Y. (2023) · Syntax Literate Jurnal Ilmiah Indonesia · doi:10.36418/syntax-literate.v7i9.13794 · Cited by 8
From safety net to trampoline: elevating learning with growth mindset in healthcare simulation
Hopkins, S. R., Rae, V. I., Smith, S. E., Meldrum, S., & Tallentire, V. R. (2023) · Advances in Simulation · doi:10.1186/s41077-023-00264-1 · Cited by 8
The Role of Mastery Goal on Life Satisfaction Using PERMA as A Mediator for College Students
Hidayat, R., Liu, S., Saad, M. R. M., & Hermandra, H. (2023) · Emerging Science Journal · doi:10.28991/esj-2023-sied2-018 · Cited by 8
Practice or perfect? Coaching for a growth mindset to improve the quality of healthcare
Desveaux, L., & Ivers, N. M. (2024) · BMJ Quality & Safety · doi:10.1136/bmjqs-2023-016456 · Cited by 8
Holden, L. R., & Goldstein, B. M. (2024) · Education Sciences · doi:10.3390/educsci14030227 · Cited by 8
Li, Y. (2024) · Education + Training · doi:10.1108/et-05-2023-0208 · Cited by 8
Nizza, I. E., Smith, J. A., Bennett, S. D., Chorpita, B. F., Cross, J. H., Heyman, I., Moss-Morris, R. E., Blackstone, J., Coughtrey, A. E., Dalrymple, E., et al. (2024) · Clinical Child Psychology and Psychiatry · doi:10.1177/13591045241272781 · Cited by 8
Johnson, J. A., Kelly, K. O., & Olczak, W. (2024) · Contemporary Accounting Research · doi:10.1111/1911-3846.13005 · Cited by 8
Fabert, N. (2014) · Cited by 8
Student-Teacher relationships as predictors of reading comprehension gains in 2nd grade
DeTeso, J. A. (2011) · doi:10.7916/d89029sm · Cited by 8
Lapka, D., Wagner, P., Schober, B., Gradinger, P., & Spiel, C. (2011) · Journal of MultiDisciplinary Evaluation · doi:10.56645/jmde.v7i16.313 · Cited by 8
Chan, K. W. 陳., Lai, P.-Y., Man-tak, L., & Phillip, M. (2002) · Hong Kong Education Bibliographic Database · Cited by 8
Motivation in Sport: Theory and Application
Stefanek, K. A., & Peters, H. J. (2011) · Wiley eBooks · doi:10.1002/9780470979952.ch17 · Cited by 8
Rudolph, C. W., Harari, M. B., & Nieminen, L. R. G. (2015) · Journal of Applied Social Psychology · doi:10.1111/jasp.12318 · Cited by 8
SEX- AND AGE-RELATED DIFFERENCES IN MATHEMATICS
Rustemeyer, R., & Fischer, N. (2005) · Psychological Reports · doi:10.2466/pr0.97.1.183-194 · Cited by 8
Jõgi, A., Aus, K., & Kikas, E. (2014) · Eesti Haridusteaduste Ajakiri = Estonian Journal of Education · doi:10.12697/eha.2014.2.1.03 · Cited by 8
A Validation Study of Goal Orientations and Self-Efficacy Scales
Acarla, G., & Bilgiç, R. (2010) · Perceptual and Motor Skills · doi:10.2466/07.08.14.20.pms.111.6.735-748 · Cited by 8
Capezio, A., Cui, L., Hu, H. W., & Shields, J. L. (2014) · Asia Pacific Journal of Management · doi:10.1007/s10490-014-9387-7 · Cited by 8
Fwu, B.-J., & Wang, H. (2006) · ZDM · doi:10.1007/bf02652798 · Cited by 8
Yamauchi, H., & Miki, K. (2003) · PSYCHOLOGIA · doi:10.2117/psysoc.2003.1 · Cited by 8
The Role of Goal Orientation in Emerging Adult Identity Processing Styles
Milner, L. A., & Ferrari, J. R. (2010) · Identity · doi:10.1080/15283488.2010.523645 · Cited by 8
Chantara, S., Koul, R., & Kaewkuekool, S. (2014) · Journal of Beliefs and Values · doi:10.1080/13617672.2014.884848 · Cited by 8
Feedback-Seeking and Social Networking Behaviors During Job Search
Yamkovenko, B., & Hatala, J. P. (2013) · Human Resource Development Review · doi:10.1177/1534484313497948 · Cited by 8
Elkin, T. D., Whelan, J., Meyers, A. W., Phipps, S., & Glaser, R. R. (1998) · Journal of Pediatric Psychology · doi:10.1093/jpepsy/23.1.67 · Cited by 8
Clima motivacional en deportes individuales y de conjunto en atletas jóvenes mexicanos
Mata, J. F. G., Walle, J. M. L., Pérez, J. A. F., Rodríguez, J. L. T., Elena, R., & Medina, R. (2013) · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · doi:10.1400/217168 · Cited by 8
Parents' Perceptions of the Malleability of their Child's Academic Competencies
Kärkkäinen, R., Räty, H., & Kasanen, K. (2011) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2011.576875 · Cited by 8
Wallace, B., & Maker, C. J. (2009) · Springer eBooks · doi:10.1007/978-1-4020-6162-2_57 · Cited by 8
OHTANI, K., Nakaya, M., Ito, T., & Okada, R. (2012) · The Japanese Journal of Educational Psychology · doi:10.5926/jjep.60.355 · Cited by 8
Authentic Leadership In Sales Management: The Effects On Salespeople’s Task Related Outcomes
Aydın, S., & Kaya, N. (2016) · Business and Economic Research · doi:10.5296/ber.v6i2.9750 · Cited by 8
Factors Influencing Professional Development in Teacher Teams within CBE Contexts
Runhaar, P. R. (2016) · Technical and vocational education and training · doi:10.1007/978-3-319-41713-4_35 · Cited by 8
El papel de la motivación en la predicción del conocimiento procedimental en jugadores de baloncesto
Gimeno, E. M. C., González‐Cutre, D., Gallego, D. I., & Murcia, J. A. M. (2016) · Universitas Psychologica · doi:10.11144/javeriana.upsy15-4.pmpc · Cited by 8
Learning Styles and Self-regulation: An Associational Study on High School Students in Iran
Safari, E., & Hejazi, M. (2017) · Mediterranean Journal of Social Sciences · doi:10.5901/mjss.2017.v8n1p463 · Cited by 8
A client-centered perspective on ‘psychopathology’
Bohart, A. C. (2017) · Person-Centered & Experiential Psychotherapies · doi:10.1080/14779757.2017.1298051 · Cited by 8
Thompson, D. D., & McDonald, D. M. (2007) · journal for the education of the gifted · doi:10.4219/jeg-2007-676 · Cited by 8
Mindsets About Malleability and Intergroup Relations
Rattan, A., & Georgeac, O. (2017) · Springer eBooks · doi:10.1007/978-3-319-57306-9_6 · Cited by 8
Long-term effects of primary schools on non-cognitive outcomes of students at age 17
Vanwynsberghe, G., Vanlaar, G., Damme, J. V., & Fraine, B. D. (2017) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2017.07.005 · Cited by 8
Chen, W., Chen, C., Dai, C., Nok Man, U., & Cheng, L. (2017) · Interactive Learning Environments · doi:10.1080/10494820.2017.1402061 · Cited by 8
Grajcevci, A., & Shala, A. (2017) · Center for Educational Policy Studies Journal · doi:10.26529/cepsj.368 · Cited by 8
Respondent disengagement from a peer assessment instrument measuring Collaboration Viability
Heslop, B., Stojanovski, E., Iveson, S. M., Paúl, J., & Bailey, K. A. (2017) · Australasian journal of engineering education · doi:10.1080/22054952.2018.1437676 · Cited by 8
Dierdorff, E. C., Surface, E. A., Harman, R. P., Ellington, J. K., & Watson, A. M. (2018) · Journal of Business and Psychology · doi:10.1007/s10869-018-9559-4 · Cited by 8
Üztemur, S., & Dinç, E. (2018) · Journal of History Culture and Art Research · doi:10.7596/taksad.v7i3.1579 · Cited by 8
Finkel, E. J. (2018) · Review of General Psychology · doi:10.1037/gpr0000163 · Cited by 8
Aqeel, M., Komal, R., & Akhtar, T. (2019) · International Journal of Human Rights in Healthcare · doi:10.1108/ijhrh-02-2018-0015 · Cited by 8
Park, J. J., Park, S., Choe, N. H., & Schallert, D. L. (2019) · Educational Psychology · doi:10.1080/01443410.2019.1618444 · Cited by 8
Murphy, S. (2020) · Springer eBooks · doi:10.1007/978-981-15-2821-7_16 · Cited by 8
Sijbom, R. B. L., & Parker, S. K. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01527 · Cited by 8
Other-Contingent Extraversion and Satisfaction
Huang, J. L. W., & Wu, D. (2020) · Journal of Individual Differences · doi:10.1027/1614-0001/a000339 · Cited by 8
Peran ekonomi digital terhadap hubungan ASEAN-Korea Free Trade Area (AKFTA)
Susilo, G. F. A., & Rani, U. (2020) · Jurnal Ekonomi MODERNISASI · doi:10.21067/jem.v16i2.4827 · Cited by 8
Mind Matters: How is Mindset Correlated with Demographic Variables in Foreign Language Learning?
Altunel, İ. (2020) · Journal of Language Research · doi:10.51726/jlr.739471 · Cited by 8
Concordance and discordance in implicit beliefs about intelligence and giftedness
Snyder, K. E., Makel, M. C., Adelson, J. L., Crawford, B. F., & Barger, M. M. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.101971 · Cited by 8
Schwartz, B. N. (2021) · Culture Medicine and Psychiatry · doi:10.1007/s11013-021-09712-x · Cited by 8
Merki, K. M., Grob, U., Rechsteiner, B., Wullschleger, A., Schori, N., & Rickenbacher, A. (2021) · Accountability and educational improvement · doi:10.1007/978-3-030-69345-9_12 · Cited by 8
Sharabi, L. L., Uhlich, M., Alexopoulos, C., & Timmermans, E. (2021) · Cyberpsychology Behavior and Social Networking · doi:10.1089/cyber.2020.0563 · Cited by 8
Measuring teacher perceptions of their task-initiated achievement goals
Gorozidis, G. S., Papaioannou, A. G., & Christodoulidis, T. (2021) · International Journal of Educational Research · doi:10.1016/j.ijer.2021.101866 · Cited by 8
Wang, Y., & Lewis, S. E. (2021) · Chemistry Education Research and Practice · doi:10.1039/d1rp00206f · 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
