Finding "meaning" in psychology: a lay theories approach to self-regulation, social perception, and social development.

By Daniel C. Molden, Carol S. Dweck. American Psychologist, 2006

819 citations recorded by the source corpus.

Subfields: Applied Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/328552774f46b0b2611e3926f8a40c989d75e7b3

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Citations in the corpus

Why Beliefs About Emotion Matter: An Emotion-Regulation Perspective (2018, neutral): “Research on emotion-control beliefs has been strongly influenced by Dweck’s sociocognitive model of implicit theories (Molden & Dweck, 2006), which has been foundational in establishing the downstream implications of control beliefs (often referred to as implicit theories or mind-sets ).”
Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals (2018, background): “Moreover, findings suggest that these implicit beliefs may be open to change in the face of intervention (Aronson et al., 2002; Burke & Williams, 2012; Chiu, Hong, & Dweck, 1997; Dweck & Molden, 2006; Yeager & Dweck, 2012).”
Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions (2008, background): “If, however, their perception is that their ability is “fixed” (Dweck, 2000; Molden & Dweck, 2006), they are unlikely to reap the benefits of the persuasions.”
Perfectionism, Implicit Theories of Intelligence, and Taiwanese Eighth-Grade Students’ Academic Engagement (2011, background): “These different views about intelligence are thought to have a profound effect on the way in which people interpret their performance ( Henderson & Dweck, 1991 ; Molden & Dweck, 2006 ).”
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, neutral): “…normative goals predict actual achievement more strongly than do appearance goals (Hulleman et al., 2010), and it further demonstrates the need for clear theorizing about how students’ reasons for goal pursuit can shape goal effects (Elliot, 2005; Molden & Dweck, 2006; Vansteenkiste et al., 2010).”
Diversity in the person, diversity in the group: Challenges of identity complexity for social perception and social interaction (2009, background): “Bastian and Haslam (2006) provided evidence that individuals who endorse essentialist beliefs in a general way tended to endorse stereotypes about a number of different social groups, suggesting the operation of a general lay theory (see also Molden & Dweck, 2006).”
A Distributed Cognition Perspective on Newcomers' Change Processes: The Management of Cognitive Uncertainty in Two Investment Banks (2007, background): “But this research does not often investigate a context’s specific conditions and their influence on cognition, perhaps in its quest to establish universally valid principles (Higgins and Kruglanski, 1996; Molden and Dweck, 2006).”
Understanding the Relationship Between Perceived Authenticity and Well-Being (2019, background): “These lay theories may or may not map onto a scientific worldview, but they affect how people make sense of their experiences and interact with the social world (Molden & Dweck, 2006).”
Implicit theories and IQ test performance: A sequential mediational analysis ☆ (2008, result): “…have been employed in numerous studies over the years (e.g., Bempechat, London, & Dweck, 1991; Butler , 2000; Cury et al., 2006) and experimentally induced implicit theories consistently show the same effects with other variables that self-reported implicit theories show (Molden & Dweck, 2006).”
Predictors of Retention and Achievement in a Massive Open Online Course (2015, background): “ITI affects the kinds of academic goals that students construct as well as how they pursue those goals (Molden & Dweck, 2006).”