Self-theories: Their Role in Motivation, Personality and Development. By Carol S. Dweck. Psychology Press, Hove, 1999. pp. 195. £29.95 (hb).

By D. Wood. 2000

827 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3d6d599770216a873269d968a03e92cdb3956f6e

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Citations in the corpus

When Academic Achievement Is an Obligation (2014, background): “Second, Chinese Confucian teaching advocates the malleability in all domains of oneself including ability (Chao, 1996; Chen & Uttal, 1988), which is similar to the incremental view of intelligence conceptually (Dweck, 2000).”
Employability: a contemporary review for higher education stakeholders (2018, background): “…efficacy beliefs, an individual’s capacity to exercise control over potential threats (Bandura 1988), and self-theories, individuals’ beliefs about themselves (Dweck 2000), shape qualities such as persistence, capacity to cope with error and problem-solving strategies (Knight and Yorke 2002).”
Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School. (2016, background): “Researchers have reported that the mastery and learning goal options are related to higher levels of intrinsic motivation and achievement than the ego-avoidance and ego-approach goal options (Dweck, 1999, 2006; Smith, 2005).”
Becoming an Engaged, Self-Regulated Reader (2002, background): “Researchers, such as Dweck and her colleagues (see Dweck, 2000, for a review), have identified two types of motivational goals that children have in different situations.”
Exploratory Orientation as an Educational Goal (2006, background): “Moreover, engagement in the task under mastery goal orientation highlights the potential to enhance knowledge and skill and does not concern self-worth (Covington, 1992; Dweck, 1999; Nicholls, 1984).”
Never Too Much? The Curvilinear Relationship Between Empowering Leadership and Task Performance (2017, background): “Individuals who adopt a learning orientation view an achievement situation as a means of developing new skills and knowledge (Dweck, 1999).”
Enhancing Students’ Engagement (2014, background): “Competence is a central construct in expectancy-value theory (Wigfield & Eccles, 2002), self-determination theory (Ryan & Deci, 2000), goal theory (Ames, 1992), and self-theories of motivation, including self-efficacy (Bandura, 1992), self-worth (Covington, 1992), and theories of intelligence (Dweck”
Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals (2018, background): “Studies have indicated that students’ implicit beliefs about the nature of intelligence are related to their attitudes about academic tasks and persistence in the face of challenge (Dweck, 1999, 2002; Dweck & Leggett, 1988; Grant & Dweck, 2003; Molden & Dweck, 2006).”
A Grounded Theory of the Development of Noble Youth Purpose (2012, background): “Like mastery-oriented learners (Dweck, 1999), the exemplars demonstrated a tendency to embrace challenges, which served to keep them on task despite inevitable obstacles.”
Preventing Symptoms of Depression by Teaching Adolescents That People Can Change (2015, background): “Indeed, a large amount of past research has focused on implicit theories of personality, which are people’s underlying assumptions about the malleability of personal characteristics (Chiu, Hong, & Dweck, 1997; Dweck, 1999; Erdley, Loomis, Cain, & Dumas-Hines, 1997; Yeager, Trzesniewski, Tirri, Nokel”
Classroom goal orientation in high school classrooms: revealing links between teacher beliefs and classroom environments (2004, methodology): “Data from validation studies reported in Dweck (2000) support the use of this scale.”
'Laddishness' as a Self-worth Protection Strategy (2002, background): “According to the work of motivation theorists such as Dweck (1999) and Covington (1998) , self-worth protection or self-handicapping [2] strategies may be provoked by situations that provide a threat to one’s sense of self-worth.”
Intellectual humility and openness to the opposing view (2018, methodology): “One possible way of reducing this motivation is to make salient the belief that people can develop their intelligence (a Growth Mindset of Intelligence; Dweck, 2000).”
Compromising Talent: Issues in Identifying and Selecting Talent in Sport (2018, background): “Conversely, those who believe abilities are “developable” often attribute other’s performance to their level of effort (Dweck, 1999).”
Investigating the Influence of Attribution Styles on the Development of Mathematical Talent (2007, background): “The worst scenario for a mathematician according to some of the self-attribution theorists (e.g., Dweck, 1999) is to blame personal ability for failure, as it is believed to be something that you either do or do not have, an internal and stable attribution.”
Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals. (2014, background): “Mastery-approach goals are related with effort-attributions and positive emotions including interest after failure experiences; since the focus is on learning and understanding material, mistakes are seen as learning opportunities (Dweck, 1999, see also Tulis & Ainley, 2011).”
Gifted Students’ Perceptions of the Academic and Social/Emotional Effects of Homogeneous and Heterogeneous Grouping (2004, background): “Such a focus detracts from a mastery orientation (e.g., Ames, 1992; Dweck, 1999).”
Development and Validation of the Mathematical Resilience Scale (2016, background): “Implicit theories of intelligence, as reported in Dweck (1986, 2000) and Yeager and Dweck (2012), provide a model of either an incremental (growth) theory of intelligence or an entity (fixed) theory of intelligence.”