Self-Theories Motivate Self-Regulated Learning

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Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach (2012, result): “…have been taught to students, results have indicated that the two belief systems lead to two different motivational and achievement outcomes (see Dweck & Master, 2009 for a review). irly easily primed, some have argued that the implicit theory construct is likely a knowledge structure such that…”
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).”
Profiles of the Sources of Science Self-Efficacy. (2013, background): “Dweck and her colleagues have also argued that implicit theories affect cognitive processing because of themeaning systems that they create (Dweck, 1999; Dweck & Grant, 2008; Dweck & Leggett, 1988; Dweck & Master, 2009; Hong et al., 1999; Molden & Dweck, 2006).”
Predictors of Retention and Achievement in a Massive Open Online Course (2015, background): “Given the robust literature regarding ITI’s predictive validity across educational domains (Dweck & Master, 2008), we expected to find main, or interactive, effects.”