Self-Th eories and Motivation: Students’ Beliefs About Intelligence

By Carol S. Dweck, Allison Master. 2009

130 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b45abee3ceff565a6a23bf61a70a04ebe2f8e7aa

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Citations in the corpus

Evolving Kolb (2015, background): “All phases meld into a learner’s personal history (Dere, Pause, & Peitrowsky, 2010; Dweck & Master, 2009).”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, background): “As mentioned earlier, Dweck and her colleagues (Dweck & Leggett, 1988) distinguished two main views of ability or intelligence, entity and incremental views (see Dweck and Master (2009) for review).”
STEM Motivation Interventions for Adolescents: A Promising Start, but Further to Go (2016, background): “Eccles (2007) argued that careers in certain STEM areas (such as biology or medicine) are more aligned with society’s expectations regarding the careers that women stereotypically pursue and skills that women stereotypically value (such as helping others).”
Studying technology-based strategies for enhancing motivation in mathematics (2014, background): “…highlighting the strategies and effort that lead to success can promote the view that ability is augmentable, whereas product feedback highlighting the accomplishments, but leaving out the perseverance required to get there, promotes a fixed view of ability (see Dweck and Master 2009 for a review).”
Engineering Students' Intelligence Beliefs and Learning (2014, background): “Dweck and her colleagues provided evidence that instructors and organizations can support incremental beliefs in their students or adult employees (Blackwell et al., 2007; Dweck & Master, 2009; Murphy & Dweck, 2010).”
The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: a mediation model (2015, background): “These differ- ences in the types of goals can be traced back to students’ beliefs in the malleability or the fixedness of intelligence (Dweck and Master 2009).”
Gender Stereotypes Influence Children’s STEM Motivation (2021, result): “This fixed mindset is contrasted with a growth mindset, belief that characteristics can change through effort (Dweck & Master, 2009).”
The role of STEM professors’ mindset beliefs on students’ anticipated psychological experiences and course interest. (2020, methodology): “…terms have been used to refer to people’s beliefs about the fixedness or malleability of intelligence, including “implicit theories of intelligence” (Dweck, Hong, & Chiu, 1993), “lay theories of intelligence” (Dweck & Master, 2009), and “fixed and growth mindsets of intelligence” (Dweck, 2006).”
Even Einstein Struggled: Effects of Learning About Great Scientists’ Struggles on High School Students’ Motivation to Learn Science (2016, background): “T hi s ar tic le is in te nd ed so le ly fo r th e pe rs on 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. example, many students believe that math and science ability is innate, but writing ability can be improved with practice (Dweck & Master, 2009).”
Handbook of Self-Regulation of Learning and Performance (2011, background): “Dweck and her colleagues have conducted studies demonstrating how performance feedback and instruction in theories of intelligence affect students’ effort and persistence on diffi cult tasks (Dweck & Master, 2009).”
A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback (2019, background): “Students tend to conceptualise their capabilities in mathematics and science as more ‘stable and concrete’ compared to other subjects (Dweck & Master, 2009; Rosenzweig & Wigfield, 2016, p. 2).”