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 5,701–5,800 of 10,306
Affective and interest consequences of lecture misbehaviors for students with mastery goals
Goodboy, A. K., Bolkan, S., Shin, M., & Chiasson, R. M. (2022) · Communication Education · doi:10.1080/03634523.2022.2070770 · Cited by 7
Chen, Q., Gao, Y., & Zhang, Y. (2022) · School Psychology International · doi:10.1177/01430343221104228 · Cited by 7
Hong, J., Gu, J., & Tsai, C.-R. (2022) · International Journal of Technology and Design Education · doi:10.1007/s10798-022-09761-2 · Cited by 7
The upside of acknowledging prejudiced behavior
Moss, A. J., Budd, R. D., Blanchard, M. A., & O’Brien, L. T. (2022) · Journal of Experimental Social Psychology · doi:10.1016/j.jesp.2022.104401 · Cited by 7
Hutain, J., & Michinov, N. (2022) · Interactive Learning Environments · doi:10.1080/10494820.2022.2131831 · Cited by 7
Park, Y., & Joo, B.-K. B. (2022) · International Journal of Applied Management and Technology · doi:10.5590/ijmat.2022.21.1.04 · Cited by 7
Deng, W., Dai, Y., Gao, Y., Lin, R., Lei, F., & Lei, L. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.969209 · Cited by 7
Free Your Mind: Creative Thinking Contributes to Overcoming Conflict-Related Biases
Fahoum, N., Pick, H., Ivancovsky, T., & Shamay‐Tsoory, S. (2022) · Brain Sciences · doi:10.3390/brainsci12111566 · Cited by 7
Vertical line extensions: consumers' preferences for downward and upward extensions
Shirai, M. (2022) · Asia Pacific Journal of Marketing and Logistics · doi:10.1108/apjml-07-2022-0557 · Cited by 7
Intent to transfer learning amongst adult learners with differential learning orientations
Chung, C., & Chapman, E. (2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.1.3 · Cited by 7
Multiclass Brain Tumor Classification from MRI Images using Pre-Trained CNN Model
Arshed, M. A., Shahzad, A., Arshad, K., Karim, D., Mumtaz, S., & Tanveer, M. (2022) · VFAST Transactions on Software Engineering · doi:10.21015/vtse.v10i4.1182 · Cited by 7
Kwame-Ross, T., Crawford, L. M., & Klug, E. (2011) · Middle Grades Research Journal · doi:10.1108/mgrj-09-2011-0003 · Cited by 7
The Role of Invitational Education and Intelligence Beliefs in Academic Performance
Mahdian, H., Asadzadeh, H., Shabani, H., Ahghar, G., Ahadi, H., & Shamir, A. S. (2022) · Journal of Invitational Theory and Practice · doi:10.26522/jitp.v17i.3775 · Cited by 7
Raccanello, D., Brondino, M., Pasini, M., & Bernardi, B. D. (2014) · Advances in intelligent systems and computing · doi:10.1007/978-3-319-07698-0_5 · Cited by 7
Opting to Change: Students’ Informal Self-change Endeavors
Klar, Y., Nadler, A., & Malloy, T. E. (1992) · Springer eBooks · doi:10.1007/978-1-4612-2922-3_4 · Cited by 7
ACHIEVEMENT GOAL ORIENTATIONS AND MATH ATTITUDES
Ahmet Cumhur, A. K. I. N. (2012) · Sakarya Üniversitesi Kurumsal Açık Akademik Arşivi · Cited by 7
Improving comfort level of females in the first computer programming course
Wilson, B. C. (2008) · Journal of computing sciences in colleges · doi:10.5555/1352079.1352086 · Cited by 7
Kuroda, Y., & SAKURAI, S. (2003) · The Japanese Journal of Educational Psychology · doi:10.5926/jjep1953.51.1_86 · Cited by 7
Song, H. (2004) · Educational technology: The magazine for managers of change in education · Cited by 7
Izadikhah, Z., & Jackson, C. J. (2010) · British Journal of Psychology · doi:10.1348/000712610x508352 · Cited by 7
Construct validity of multiple achievement goals: A multitrait‐multimethod approach
Nien, C., & Duda, J. L. (2009) · International Journal of Sport and Exercise Psychology · doi:10.1080/1612197x.2009.9671922 · Cited by 7
Tzeng, J., & Chen, C.-T. (2012) · Computers in Human Behavior · doi:10.1016/j.chb.2012.07.013 · Cited by 7
Tong, E. M. W., & Chang, W. C. (2008) · Journal of Personality · doi:10.1111/j.1467-6494.2008.00501.x · Cited by 7
Goal Priming and the Emotional Experience of Students With and Without Attention Problems
Sideridis, G. D., Vansteenkiste, M., Shiakalli, M. A., Γεωργίου, Μ., Irakleous, I., Tsigourla, I., & Fragioudaki, E. (2008) · Journal of Learning Disabilities · doi:10.1177/0022219408331034 · Cited by 7
Reid, K., & Ferguson, D. M. (2010) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie.2010.5673247 · Cited by 7
Ella, R. B., & Dapudong, R. C. (2014) · International Journal of Academic Research in Progressive Education and Development · doi:10.6007/ijarped/v3-i4/1252 · Cited by 7
The Relationship between Iranian EFL Students’ Achievement Goal Orientations and Their Gender
Rashidi, N., & Javanmardi, F. (2012) · Education · doi:10.5923/j.edu.20120201.02 · Cited by 7
Ahmad, M. M. (2014) · Educational Research and Reviews · doi:10.5897/err2014.1789 · Cited by 7
Training in context: Toward a person‐by‐situation view of voluntary training
Morrell, D. L., & Korsgaard, M. A. (2011) · Human Resource Development Quarterly · doi:10.1002/hrdq.20083 · Cited by 7
Finding the roots of adolescent aggressive behaviour
Glowacz, F., Véronneau, M., Boët, S., & Born, M. (2013) · International Journal of Behavioral Development · doi:10.1177/0165025413486418 · Cited by 7
Physical self worth, athletic engagement and goal orientations in Greek female athletes.
Kosmidou, E., Proios, M., & Giannitsopoulou, E. (2013) · DergiPark (Istanbul University) · Cited by 7
Unterrichtsbezogene Fehlerorientierung von Lehrkräften – Adaption und Validierung eines Fragebogens
Böhnke, A., & Thiel, F. (2016) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000168 · Cited by 7
Özkal, N., Demirtaş, V. Y., Sucuoğlu, H., & Güzeller, C. O. (2014) · Mevlana International Journal of Education · doi:10.13054/mije.13.76.4.1 · Cited by 7
Lüdmann, M., Beckmann, V., & Boeger, A. (2015) · Springer eBooks · doi:10.1007/978-3-658-10041-4_5 · Cited by 7
How do generic statements impact performance? Evidence for entity beliefs
Park, D., Schaeffer, M. W., Nolla, K. M., Levine, S. C., & Beilock, S. L. (2016) · Developmental Science · doi:10.1111/desc.12396 · Cited by 7
Seeing the Big Picture: A Construal Level Analysis of Self-Control
Fujita, K., Trope, Y., & Liberman, N. (2010) · Oxford University Press eBooks · doi:10.1093/acprof:oso/9780195391381.003.0022 · Cited by 7
Jonsson, A., & Beach, D. (2017) · Education Inquiry · doi:10.1080/20004508.2016.1275182 · Cited by 7
Implicit theories of intelligence and motivation for learning mathematics in high school students
Milovanović, I. Z. (2016) · Nastava i vaspitanje · doi:10.5937/nasvas1603509m · Cited by 7
Reliability and validity of goal orientation in exercise measure (GOEM) — Turkish version
Ersöz, G., Müftüler, M., Lapa, T. Y., & Tümer, A. (2017) · Cogent Education · doi:10.1080/2331186x.2017.1283877 · Cited by 7
오은혜, & Tak, J. (2012) · Korean Journal of Industrial and Organizational Psychology · doi:10.24230/ksiop.25.4.201211.727 · Cited by 7
Terada, M. (2017) · Psychology · doi:10.4236/psych.2017.84032 · Cited by 7
Cross-domain effects of achievement goals: social costs and benefits
Barrera, A. E., & Schuster, B. H. (2017) · European Journal of Psychology of Education · doi:10.1007/s10212-017-0333-1 · Cited by 7
Tiekstra, M., & Minnaert, A. E. M. G. (2017) · Journal of Cognitive Education and Psychology · doi:10.1891/1945-8959.16.2.193 · Cited by 7
Motives in Response to Negative Feedback: A Policy-Capturing Study
Zingoni, M. (2017) · Performance Improvement Quarterly · doi:10.1002/piq.21249 · Cited by 7
Adame, E. A., Bisel, R. S., Kosik, E. S., & Rygaard, J. A. (2018) · Health Communication · doi:10.1080/10410236.2018.1431019 · Cited by 7
Culture, Motivation and Achievement: Towards Meeting the New Challenge
Maehr, M. L., Kaplan, S. K. A., & Peng, W. (1999) · Asia Pacific Journal of Education · doi:10.1080/0218879990190203 · Cited by 7
Welcoming Women into the Geosciences
Fischer, E. V., Adams, A. S., Barnes, R. T., Bloodhart, B., Burt, M., Clinton, S. M., Godfrey, E., Pollack, I. B., & Hernandez, P. R. (2018) · Eos · doi:10.1029/2018eo095017 · Cited by 7
Motivation in Mathematics of High Functioning Students With Autism Spectrum Disorder (ASD)
Georgiou, A., Soulis, S., & Rapti, D. (2018) · Journal of Psychology Research · doi:10.17265/2159-5542/2018.03.002 · Cited by 7
Martin, B. H., & Calvert, A. E. (2018) · Journal of Teaching and Learning · doi:10.22329/jtl.v11i2.5057 · Cited by 7
Relationship among Growth Mindset, Future Time Perspective, Grit and Procrastination
Kwon, D.-H. (2018) · Asian Journal of Education · doi:10.15753/aje.2018.09.19.3.725 · Cited by 7
Implicit beliefs of ability and maladaptive learning: does self-efficacy matter?
Luo, W., Liem, G. A. D., & Lee, K. L. (2018) · Educational Psychology · doi:10.1080/01443410.2018.1510115 · Cited by 7
Understanding Older Workers’ Decisions to Participate in Voluntary Training Opportunities
Lopina, E. C., Rogelberg, S. G., & Woznyj, H. M. (2019) · Journal of Personnel Psychology · doi:10.1027/1866-5888/a000235 · Cited by 7
Social Distancing Individuals With Depression: The Impact of Symptom Severity
Lundquist, A., & Gurung, R. A. R. (2019) · Psi Chi Journal of Psychological Research · doi:10.24839/2325-7342.jn24.3.159 · Cited by 7
Familiarity, Attitudes, and Self-Regulatory Challenges Related to Mindfulness
Mrazek, A. J., Mrazek, M. D., Calcagnotto, L., Cloughesy, J. N., Holman, A., Masters-Waage, T. C., & Schooler, J. W. (2020) · Mindfulness · doi:10.1007/s12671-020-01332-7 · Cited by 7
Social workers and recovery from stress
van Dam, A., Noordzij, G., & Born, M. P. (2020) · Journal of Social Work · doi:10.1177/1468017320911350 · Cited by 7
Kirkham, J., & Chapman, E. (2020) · Journal of Educational and Developmental Psychology · doi:10.5539/jedp.v10n1p43 · Cited by 7
Biesanz, J. C., & Wallace, J. D. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108264822.006 · Cited by 7
Norouzi, M., Kiany, G. R., ShayesteFar, P., & Allami, H. (2021) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2021.101011 · Cited by 7
Learning Agility And Its Applicability To Higher Education
Murphy, S. (2021) · doi:10.7916/d8-4npr-jq97 · Cited by 7
Ollfors, M., & Andersson, S. I. (2021) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2021.1983644 · Cited by 7
Examination of college student achievement within an ecological framework
Mangus, L., Somers, C. L., Yoon, J., Partridge, T., & Pernice, F. M. (2020) · Journal of Adult and Continuing Education · doi:10.1177/1477971420963434 · Cited by 7
Japanese adolescents’ attitudes towards learning English: A perspective from the self-worth theory
Leis, A., TAKEMORI, T., Abe, K., Himori, E., Suenaga, R., & Umino, K. (2022) · Language Teaching Research · doi:10.1177/13621688211068368 · Cited by 7
La comprensión del cerebro: El nacimiento de una ciencia del aprendizaje
OECD (2010) · OECD eBooks · doi:10.1787/9789567947928-es · Cited by 7
Choi, Y. J., Hwang, Y. K., & Lee, C. S. (2022) · Perspectives of science and education · doi:10.32744/pse.2022.3.31 · Cited by 7
Understanding adolescent shame and pride at school: Mind-sets and perceptions of academic competence
Cook, E. M., Wildschut, T., & Thomaes, S. C. E. (2017) · Educational and Child Psychology · doi:10.53841/bpsecp.2017.34.3.119 · Cited by 7
Núñez, M. C., Abad, M. F., & Pascual, I. (2017) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v9i23.1441 · Cited by 7
Theoretical Levels in the Evaluation of Motivational Trainings
Schober, B., & Ziegler, A. (2002) · European Journal of Psychological Assessment · doi:10.1027//1015-5759.18.3.204 · Cited by 7
A Framework to Understanding Motivation in the TESOL Field
Bastidas, J. A. (2006) · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · Cited by 7
The Believing Game in Mathematics: Stories in a Discipline of Doubt
Harkness, S. S., Lane, C. P., Mau, S. T., & Brass, A. (2009) · Journal of the Assembly for Expanded Perspectives on Learning · doi:10.7290/jaepl1599qb · Cited by 7
Hardré, P. L. (2009) · Performance Improvement Quarterly · doi:10.1002/piq.20043 · Cited by 7
Variability in Goals as a Function of Same-Sex and Other-Sex Contexts
Pickard, J., & Strough, J. (2003) · Sex Roles · doi:10.1023/b:sers.0000003134.59267.82 · Cited by 7
Managing Success for Motivated Student Learning in Secondary Physical Education
Todorovich, J. R. (2001) · Journal of Physical Education Recreation & Dance · doi:10.1080/07303084.2001.10605830 · Cited by 7
Denoncourt, I., Bouffard, T., Dubois, V., & Intyre, M. M. (2005) · Revue des sciences de l éducation · doi:10.7202/011770ar · Cited by 7
Wulf, G. (2012) · International Journal of Sports Science & Coaching · doi:10.1260/1747-9541.7.2.423 · Cited by 7
Process of Friendship Formation and Maintenance
Okada, R. (2008) · The Japanese Journal of Educational Psychology · doi:10.5926/jjep1953.56.4_575 · Cited by 7
Características psicométricas de una escala para caracterizar el Sentido del Aprendizaje Escolar
Valenzuela, J. (2009) · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · Cited by 7
Scheurman, G. (1995) · Cited by 7
Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning
Peer, K. S. (2007) · Athletic Training Education Journal · doi:10.4085/1947-380x-2.1.4 · Cited by 7
Achievement Goals and Motivational Climates for Physical Education.
Boone, J. W. (1995) · Louisiana State University · doi:10.31390/gradschool_disstheses.5935 · Cited by 7
Karim, M. N. (n.d.) · ProQuest Demo Repository · Cited by 7
White, R. M. (2010) · Durham e-Theses (Durham University) · Cited by 7
Siebert, M. C. (2006) · K-State Research Exchange (Kansas State University) · Cited by 7
The implicit theories of intelligence of English adolescents identified as gifted and talented
Cadwallader, S. (2026) · Warwick Research Archive Portal (University of Warwick) · doi:10.82444/warw.33486916 · Cited by 7
Achievement Goal Theory: Definitions, Correlates, and Unresolved Questions
Urdan, T. (2010) · Elsevier eBooks · doi:10.1016/b978-0-08-044894-7.00596-0 · Cited by 7
Types of Assessment and Interest in Learning: variation in the South of England in the 1980s
Little, A. W. (1994) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594940010205 · Cited by 7
“School-Based Epistemologies”?: Exploring Conceptions of How, What, and Why Students Know
Bryson, M. (1993) · Learning Disability Quarterly · doi:10.2307/1511337 · Cited by 7
Avoidance motivation : its manifestation in goals across cultures
Dejitthirat, K. (2004) · Texas ScholarWorks (Texas Digital Library) · Cited by 7
Rideout, E. C. (2012) · SSRN Electronic Journal · doi:10.2139/ssrn.2027023 · Cited by 7
Banfield, J. C. (2011) · UWSpace (University of Waterloo) · Cited by 7
Lohrey, S. (2016) · Aston Publications Explorer (Aston University) · doi:10.48780/publications.aston.ac.uk.00028629 · Cited by 7
Palamida, E. (2016) · Cited by 7
Wentzel, K. R. (2012) · Wiley eBooks · doi:10.1002/9781118133880.hop207010 · Cited by 7
Toward a Comprehensive Worldview Measure
Woodard, S. R. (2019) · The Mathematics Enthusiast · Cited by 7
The Effects of Teachers' Flow Experiences on the Cognitive Engagement of Students
Zhu EdD, N. Q. (2001) · Digital USD (University of San Diego) · doi:10.22371/05.2001.018 · Cited by 7
Buchanan, A. (2024) · PsyArXiv (OSF Preprints) · doi:10.31234/osf.io/dsb97 · Cited by 7
Aylsworth, A. J. (2012) · Iowa State University Digital Repository (Iowa State University) · doi:10.31274/etd-180810-2574 · Cited by 7
Chung, Y., & Shin, J. Y. (2024) · European Journal of Education · doi:10.1111/ejed.12894 · Cited by 6
Measuring the Global Englishes mindset: Development and validation of the GEM-Q for EFL learners
Montakantiwong, A., & Funada, N. (2025) · System · doi:10.1016/j.system.2025.103847 · Cited by 6
Martins, L., & Rodríguez, S. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105853 · Cited by 6
Mo, Z., Liu, X., Zhu, M., & Liu, M. T. (2025) · Current Issues in Tourism · doi:10.1080/13683500.2025.2571892 · Cited by 6
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
