Implicit Self-Theories in the Academic Domain: Implications for Goal Orientation, Attributions, Affect, and Self-Esteem Change

By Richard W. Robins, Jennifer L. Pals. 2002

660 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/7982cd4d81fb3847e94e6276cc57828112ac6eb0

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In Experimental and Cognitive Psychology

In Social Psychology

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Citations in the corpus

Young Children's Motivational Frameworks and Math Achievement: Relation to Teacher-Reported Instructional Practices, but Not Teacher Theory of Intelligence. (2016, background): “First, entity and incremental theorists adopt different achievement goals and coping behaviors, especially when confronted with challenging learning tasks (Dweck, 2012; Dweck & Elliott, 1983; Dweck & Leggett, 1988; Robins & Pals, 2002).”
Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed (2012, background): “For example, implicit theories shape people’s causal attributions (Hong et al., 1999; see also Blackwell et al., 2007; Robins & Pals, 2002; for a review of research on causal attributions, see Weiner, 1986, 1995), and it is well known that explaining personal adversities in terms of fixed traits…”
Mindsets: A View From Two Eras (2019, background): “…study, Blackwell, Trzesniewski, and Dweck (2007, Study 1) followed 373 students across the difficult transition to junior high school (7th grade) for a period of 2 years (7th and 8th grades), measuring many of the same variables assessed by Robins and Pals (2002) and adding beliefs about effort.”
Transitions in higher education (2010, background): “It is plausible to suggest that self‐concepts may undergo many changes during their time in higher education, although such changes are not inevitable (Robins & Pals, 2002 ).”
Implicit STEM ability beliefs predict secondary school students' STEM self-efficacy beliefs and their intention to opt for a STEM field career (2018, background): “…who hold entity beliefs (who believe that their abilities are not malleable) are at risk for decreases in self-efficacy beliefs (Erdley, Cain, Loomis, Dumas-Hines, & Dweck, 1997; Henderson & Dweck, 1990; Hong, Chiu, Dweck, Lin, & Wan, 1999; Niiya, Crocker, & Bartmess, 2004; Robins & Pals, 2002).”
Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach (2012, background): “…the view that their abilities were static tended to display performance oriented behaviors such as either showing off how smart they are or choosing not to do a task altogether to avoid looking incompetent (Blackwell et al., 2007; Dweck & Sorich, 1999; Dweck & Leggett, 1988; Robins & Pals, 2002).”
Mindsets shape consumer behavior (2016, result): “…research is consistent with studies at the individual level that have found that the performance goals tied to the fixed mindset may lead people to engage in unethical behavior as a means to prove themselves (Blackwell et al., 2007; Robins & Pals, 2002; Van Yperen, Hamstra, & van der Klauw, 2011).”
Preventing Symptoms of Depression by Teaching Adolescents That People Can Change (2015, background): “…of intelligence— the belief that “smartness” is a fixed trait that you either have or do not have—has been associated with maladaptive explanations for failures in school (Ahmavaara & Houston, 2007; Blackwell, Trzesniewski, & Dweck, 2007; Hong, Chiu, Dweck, Lin, & Wan, 1999; Robins & Pals, 2002).”
Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals (2018, positive): “…ways to achievement goals (Aronson et al., 2002; Blackwell et al., 2007; Bråten & Strømsø, 2004; Chen & Pajares, 2010; Dweck & Leggett, 1988; Robins & Pals, 2002), persistence and effort (Brown, 2009; Hong et al., 1999), self-regulation (Burnette, Boyle, VanEpps, Pollack, & Finkel, 2012)…”
Implicit theories of emotion: affective and social outcomes across a major life transition. (2007, background): “Because evidence for the long-term implications of implicit theories is limited (for exceptions, see Henderson & Dweck, 1990; Robins & Pals, 2002), we believe it is essential to test whether implicit theories of emotion carry important implications for the transition to college and whether these…”