“It's ok — Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students

By A. Rattan, C. Good, Carol S. Dweck. 2012

626 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1cdc714d1779fd4074e12d969d7ffbd2c8bee288

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Young Children's Motivational Frameworks and Math Achievement: Relation to Teacher-Reported Instructional Practices, but Not Teacher Theory of Intelligence. (2016, background): “These behaviors can lower students’ academic motivation and performance (Rattan et al., 2012).”
Handbook of Research on Learning and Instruction (2011, background): “Critics of the information-process and expert-novice comparison theories (e.g., T ur-vey, Fitch, & Tuller, 1982) argue that using pre-determined motor programs when executing motor tasks is inadequate.”
The role of STEM professors’ mindset beliefs on students’ anticipated psychological experiences and course interest. (2020, background): “For example, instructors who selfreport more fixed (vs. growth) mindset beliefs are more likely to use demotivating teaching strategies that reduced students’ classroom engagement (Rattan et al., 2012) and are less likely to emphasize individual improvement when grading (De KrakerPauw et al., 2017).”
Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed (2012, background): “For instance, Good, Rattan, and Dweck (2012) and Rattan, Good, and Dweck (2012) examined implicit theories about math ability rather than general theories about intelligence.”
In search of a growth mindset pedagogy: A case study of one teacher's classroom practices in a Finnish elementary school (2019, background): “…many features that have been previously associated with teachers' strong dominant fixed mindsets, such as comforting students for their lack of ability (Jonsson & Beach, 2012; Rattan et al., 2012; Rissanen et al., 2018a) were not observed in her pedagogical interactions with the students.”
Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner (2020, background): “Such belief systems that are related to one’s SRL can impact a teacher’s interpretation of SRL theory and the implementation of this theory in their learning and teaching practices (Rattan et al., 2012; Vosniadou et al., 2020).”
Studying technology-based strategies for enhancing motivation in mathematics (2014, background): “Related, other work has suggested that teachers’ beliefs about the nature of intelligence may promote students’ conceptions of ability (Good et al. 2012; Rattan et al. 2012) and that gender and ethnicity may influence students’ conceptions of ability (Good et al. 2003).”