Can Personality Be Changed? The Role of Beliefs in Personality and Change

By Carol S. Dweck. 2008

454 citations recorded by the source corpus.

Subfields: Applied Psychology, Clinical Psychology

View Paper: https://www.semanticscholar.org/paper/b28d3bed00213d5407a4841919b9ba76cb672f69

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In Clinical Psychology

Citations in the corpus

Employee adjustment and well-being in the era of COVID-19: Implications for human resource management (2020, background): “…interventions in helping employees align such values and needs with altered environments (Tasselli, Kilduff, & Landis, 2018; see also Dweck, 2008; McQueen & Klein, 2006), which may form a foundation upon which future research can begin to tackle the work-family conflict challenges…”
Consequences of Beliefs about the Malleability of Creativity (2013, background): “Because these beliefs about malleability are, themselves, malleable (Chiu, Hong, & Dweck, 1997; Dweck, 2008; Levy et al., 1998), in a final study, malleability beliefs of creativity were manipulated to access their impact on a creativity task.”
The influence of creative mindsets on achievement goals, enjoyment, creative self-efficacy and performance among business students (2017, background): “Hence, implicit theories have been used to explain personality change (Dweck, 2008), moral behavior (Dweck, 2008), motivational focus (Sevincer, Kluge, & Oettingen, 2014), consumer evaluations (Mathur, Block, & Yucel-Aybat, 2014), and creativity (Karwowski, 2014).”
Separating Narcissism From Self-Esteem (2016, background): “Psychologically precise interventions can effectively change individuals’ core beliefs, which may feed into changes in more stable traits (Dweck, 2008).”
Work Motivation: History, Theory, Research, and Practice by Gary P. Latham (2017, methodology): “The Implicit Person Theory-based intervention study by Dweck (2008) has been thoughtfully included in this edition to emphasize the resurgence of Implicit Person Theory.”
Personality Change: Implications for Organizational Behavior (2018, background): “…selfaffirmation activities, including writing about core personal values, can help shape individuals’ personalities, both encouraging individuals to appraise life andwork threats in a positive, nondefensiveway and shaping people’s psychological self-appraisals (Dweck, 2008; McQueen & Klein, 2006).”
A Three–Part Framework for Self–Regulated Personality Development across Adulthood (2014, background): “It has been shown that people hold different beliefs about whether personality is fixed or malleable (e.g. Dweck, 2008).”
Mind-sets matter: a meta-analytic review of implicit theories and self-regulation. (2013, background): “Second, although implicit theories are dispositional constructs (Dweck, 2009), these theories, like other”
A dynamic approach to psychological strength development and intervention (2011, unknown): “Strengths-related interventions can be grouped under what Dweck (2008) calls ‘self-theories interventions’ or those that are intended to help a person grow by seeing core aspects of the self as capable of development.”
The psychology of change: self-affirmation and social psychological intervention. (2014, background): “…2011); helping students to interpret mistakes as an opportunity for growth rather than evidence of incompetence improves their academic performance (Dweck 2008, Walton & Cohen 2011, Wilson & Linville 1982, Yeager et al. 2014); and helping parents to see their infants’ cries in a more sympathetic…”
Even Einstein Struggled: Effects of Learning About Great Scientists’ Struggles on High School Students’ Motivation to Learn Science (2016, methodology): “, 1999; Levy & Dweck, 1997). Students’ beliefs that intelligence can be increased through effort were assessed by their level of agreement with statements such as “You can learn new things, but you can’t really change your basic intelligence” and “You can always greatly change how intelligent you ar”
Evolving Kolb (2015, background): “Those experiences are the foundation for the inherent feedback loops, which manifest both neurobiologically (Immordino-Yang, 2011) and psychologically (Dweck, 2008).”
My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement (2015, unknown): “It is also important not to overlook the fact that small effect sizes can have a major impact on academic performance over time (Abelson, 1985; Blackwell et al., 2007; Dweck, 2008; Rosenthal & Rubin, 1982).”