The Development of Ability Conceptions

By Carol S. Dweck. 2002

400 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1c42b609ab17228fe34f28b78e385a39d7263dd7

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Children's Motivation for Reading: Domain Specificity and Instructional Influences (2004, background): “Children who believe that trying hard means one is less able may opt out of such challenging tasks to protect their ability (see also Dweck, 2002).”
Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach (2012, background): “It is only when implicit theories become linked with a host of other beliefs such as goal orientations, beliefs about effort or failure, and perhaps beliefs about the nature of knowledge and knowing that they begin to exert their influence on academic outcomes (Dweck, 2002).”
Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions (2016, positive): “Drawing on a broader social cognitive perspective, career pathways encompass the ability to pursue a career and the motivation to employ that ability (e.g., Dweck 2002; Eccles 2009; Lubinski et al. 2006).”
Students’ Motivation for Standardized Math Exams (2007, background): “2 We selected eighth-grade students because by early adolescence, students have sophisticated conceptions of academic ability (Dweck, 2001; Nicholls, 1990).”
Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore (2015, result): “These findings fit with theories about domain - specific self - concepts ( Dweck , 2002 ; Marsh & Yeung , 1998 ) .”
Social Identity and Self-Regulation (2007, neutral): “At the same time, Americans also believe that talent is a fixed entity, not something that can be learned or attained through effort (Dweck, 2002).”
Attributional gender bias: teachers’ ability and effort explanations for students’ math performance (2014, background): “In contrast, viewing intelligence as static (i.e., an entity theory) is often associated with loss of confidence in the face of challenges and avoidance of future challenging tasks (see for a review Dweck 2002a,b).”