Lay Theories of Personality: Cornerstones of Meaning in Social Cognition

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Thanks, but no-thanks for the feedback (2017, background): “…bivariate in nature (Tempelaar et al. 2015), the reach of Dweck’s work has increased in the past decade or so (Zhao, Dweck, and Mueller 1998; Dweck and Sorich 1999; Dweck 2002; Molden and Dweck 2006; Dweck and Master 2008; Dweck and Molden 2005; Plaks, Levy, and Dweck 2009; Yeager and Dweck 2012).”
In search of a growth mindset pedagogy: A case study of one teacher's classroom practices in a Finnish elementary school (2019, background): “more trait-focused and tend to interpret behavior in terms of personality traits and abilities (Chiu, Hong, & Dweck, 1997; Molden, Plaks, & Dweck, 2006; Plaks et al., 2009).”
Belief in Redeemability and Punitive Public Opinion: “Once a Criminal, Always a Criminal” Revisited (2020, background): “Field research also demonstrates that those holding incremental theories are more likely to behave accordingly across diverse contexts—to coach their underperforming employees, to respond to transgressions by romantic partners in a constructive way, and to volunteer to help the homeless (Plaks et al”
Emotion Regulation: Why Beliefs Matter (2018, background): “passion’? (Plaks et al., 2009), and political science, e.”