Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention.

By Lisa Blackwell, Kali Trzesniewski, Carol S. Dweck. Child Development, 2007

3,785 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c1a517b4a05a8fe466969b4505430365a8417462

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In Education

In Experimental and Cognitive Psychology

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Citations in the corpus

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).”
A Practical Measure of Student Motivation (2015, background): “As noted earlier, growth mindset interventions (e.g., Blackwell et al., 2007) help convince students that they can learn and get smarter through effort and engaging in academic challenges.”
COGNITIVE SELF-REGULATION IN YOUTH WITH AND WITHOUT LEARNING DISABILITIES: ACADEMIC SELF-EFFICACY, THEORIES OF INTELLIGENCE, LEARNING VS. PERFORMANCE GOAL PREFERENCES, AND EFFORT ATTRIBUTIONS (2009, background): “As a result of such cognitive changes, these youth ought to show more optimal motivation and performance for academic tasks (Blackwell et al., 2007; Elliot & Dweck, 1988; also see Dweck & Leggett, 1988).”
Social-Psychological Interventions in Education (2011, background): “Other studies used class assignments to deliver the intervention, such as a neuroscience workshop (Blackwell et al., 2007) or an in-class writing assignment (Cohen et al., 2009; Hulleman & Harackiewicz, 2009), both of which had no obvious link to students’ academic performance.”
Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? (2020, positive): “Research also recognises growth mindset, i.e. the belief that intelligence is malleable and can be improved through efforts, as a significant predictor of general learning strategy use (Blackwell, Trzesniewski, & Dweck, 2007).”
Behavioral Economics of Education: Progress and Possibilities (2015, neutral): “Blackwell et al. (2007) tested this intervention in an experimental setting on 7 th grade students in New York City.”
What Can Be Learned from Growth Mindset Controversies? (2020, methodology): “In studies in which survey space has been plentiful, mindsets are often measured with 3–4 items framed in the fixed direction and 3–4 items framed in the growth direction, with the latter being reverse-scored (e.g., Blackwell et al., 2007).”
Students’ Growth Mindsets, Goals, and Academic Outcomes in Mathematics (2017, background): “Nonetheless, the extent to which a growth orientation yields more effective outcomes beyond the positive effects of prior growth interventions (e.g., Blackwell et al., 2007; Martin & Elliot, 2016b) remains an important question for future research.”
Trait beliefs that make women vulnerable to math disengagement (2010, background): “Although previous research has shown that entity beliefs in general are linked to performance decrements (Blackwell et al., 2007), no studies to date have tested the initial step in this process (i.e., the link between entity beliefs and disengagement).”