Self-Theories: Their impact on competence motivation and acquisition

By Carol S. Dweck, Daniel C. Molden. 2005

344 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/95a03772d106096ede9554b182a58e3b2a594c58

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Citations in the corpus

Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation (2013, background): “…have different motivational, affective, cognitive and behavioural consequences—with the general pattern, that an incremental theory can function as a protector against maladaptive reactions and an entity theory has to be considered a risk factor for them (for an overview see Dweck & Molden, 2005).”
Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach (2012, background): “This illustration suggests that beliefs about science knowledge and Dweck and Molden (2005) described how -cognitive framework hang together.”
Mathematically gifted students and high achievement: the role of motivation and classroom structure (2015, background): “However, not only appreciation for learning (= value component) but also confidence that one’s learning will be effective (= expectation component) is central to executing learning actions (Dweck & Molden, 2005).”
Intrinsic Motivation and Engagement as “Active Ingredients” in Garden-Based Education: Examining Models and Measures Derived From Self-Determination Theory (2012, background): “…conversely, research shows that, in regular school activities, students who lack self-efficacy are typically more disaffected from learning (e.g., Dweck & Molden, 2005); however, it may be that, in the garden, doubts about one’s scholastic abilities are not necessarily a barrier to engagement.”
Constancy and Change in Work Practice in Schools: The Role of Organizational Routines (2011, background): “In doing so, they encouraged a growth learning stance (Dweck, 2009; Dweck & Molden, 2005) and they worked to build trust, a critical component of learning organizations (Louis, 2006; Smylie, Mayrowetz, Murphy, & Louis, 2008), as they focused on using data to inform practice.”
The benefits of playing video games. (2014, background): “…al us e of th e in di vi du al us er an d is no t to be di ss em in at ed br oa dl y. 70 January 2014 ● American Psychologist tivational styles characterized by persistence and continuous effortful engagement are key contributors to success and achievement (for a review, see Dweck & Molden, 2005).”
The Principles of Strengths-Based Education (2009, background): “…effort is most apparent when considered within the context of research which suggests that students’ implicit self-theories, or beliefs about the degree to which their personal abilities are malleable, exert profound effects on behavior within educational environments (Dweck & Molden, 2005).”