Young Children's Motivational Frameworks and Math Achievement: Relation to Teacher-Reported Instructional Practices, but Not Teacher Theory of Intelligence.

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Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school (2018, methodology): “The data were collected as part of a larger study of academic achievement and emotions in first and second graders (Maloney et al., 2015; Park et al., 2016).”
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, unknown): “…and growth mindset separately as predictors of (de) motivating teaching, as they were only slightly negatively correlated, in contrast to previous research combining fixed and growth mindset in an overall score based on large negative correlations between the measures (e.g., Park et al. 2016a).”