Implicit Theories of Weight Management: A Social Cognitive Approach to Motivation

By J. Burnette. 2006

96 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6aaf072d727788b92d37c4cf5dd4ad0029db2986

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Citations in the corpus

Liking or Disliking the Teacher: Student Motivation, Engagement and Achievement (2007, methodology): “This idea stems from past research, which outlines the effects of learning and performance goals (Ames & Archer, 1988; Dweck, 1986; Dweck & Leggett, 1988).”
Profiles of the Sources of Science Self-Efficacy. (2013, background): “According to Dweck and Leggett (1988), students who adopt an entity view of ability are more inclined to believe that abilities are relatively static characteristics that cannot be changed.”
Motivation Research in Writing: Theoretical and Empirical Considerations (2012, background): “In order for students to adopt mastery goals, teachers can do the following (see Ames, 1984, 1992; Anderman & Anderman, 1999; Bandura, 1986, 1997; Dweck & Leggett, 1988; Ellis, 1986; Garner, 1990; Meece, 1991; Nicholls, 1979, 1984; Pervin, 1983; Schunk, 1989a, 1989b, 1990; Skinner & Belmont, 1993;…”
Remaining motivated despite the limitations: University students’ learning propensity during the COVID-19 pandemic (2020, unknown): “The cognition of individuals on academic work is influenced by social-contextual factors such as teacher interaction, student expectations, and descriptions of the quality of learning content (Bandura, 1986; Dweck & Leggett, 1988; Weiner, 1986).”
The nature of feedback: how different types of peer feedback affect writing performance (2009, background): “…relevant to complex tasks like writing: including understanding feedback (Bransford and Johnson 1972), agreement with feedback (Ilgen et al. 1979), memory load (Hayes 1996; Kellogg 1996; McCutchen 1996), and motivation (Hull 1935; Wallach and Henle 1941; Dweck 1986; Dweck and Leggert 1988).”
Sources of Middle School Students’ Self-Efficacy in Mathematics: A Qualitative Investigation (2009, background): “These students may tend to frame difficulties as evidence that they lack natural ability (Dweck & Leggett, 1988).”