Mindsets and Math/Science Achievement
By Carol S. Dweck. 2008
261 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/68d4106225288abd2c4e575f5f0e507c16c9f5be
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Ming-Te Wang
- Jessica L Degol
- Jacquelynne S. Eccles
- Jenefer Husman
- J. Joeng
- Juliette H. Walma van der Molen
- Sandra I. van Aalderen-Smeets
- Marcuetta D. Sims
Citations in the corpus
- Engineering Students' Intelligence Beliefs and Learning (2014, background): “Some students believe their intelligence is a fixed trait, or an entity they possess, and that they can do nothing to change it; this belief is called an entity theory of intelligence (Dweck & Leggett, 1988) or a fixed mindset (Dweck, 2008).”
- Implicit STEM ability beliefs predict secondary school students' STEM self-efficacy beliefs and their intention to opt for a STEM field career (2018, background): “…(called STEM intention) has been suggested by other studies as well (Blackwell, Trzesniewski, & Dweck, 2007; Burkley, Parker, Stermer, & Burkley, 2010; Dweck, 2006, 2008; Murphy & Thomas, 2008; Nix, Perez-Felkner, & Thomas, 2015; van Aalderen-Smeets & Walma van der Molen, 2016; Wang & Degol, 2013).”
- SES, Gender, and STEM Career Interests, Goals, and Actions: A Test of SCCT (2019, background): “Students who take advanced math and science courses in high school, for example, are more likely to enroll in a quantitative major in college and embark on a STEM career (Dweck, 2008; Wang & Degol, 2013).”
- Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “Both girls and boys who rate their math competence highly are more likely to enroll in advanced math courses, choose a quantitative college major, and embark on STEM careers (Dweck, 2008).”
- What motivates females and males to pursue careers in mathematics and science? (2016, background): “Both individual and gender differences in math ability selfconcepts mediate individual and gender differences in decisions to enter some STEM fields (Correll, 2001; Durik, Vida, & Eccles, 2006; Dweck, 2008; Eccles et al., 1999; Parker et al., 2014; Valian, 2007).”