Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed

By D. Yeager, Carol S. Dweck. 2012

2,228 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/cb1f8e6693e5b2993ddfdf6f381c05754ae3e18f

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Citations in the corpus

Mind the mindset! The interaction of proactive personality, transformational leadership and growth mindset for engagement at work (2018, background): “Our study also adds to the growing literature about mindset (e.g. Dweck, 2006, Yeager and Dweck, 2012; Keating and Heslin, 2015) in relation to leadership (Chase, 2010; Avolio et al., 2009; Heslin and Keating, 2017).”
To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses (2018, background): “We examined academic risk status because the theory holds that having a growth mind-set is especially important for at-risk students (e.g., Paunesku et al., 2015) and students facing situational challenges such as school transitions (e.g., Yeager & Dweck, 2012).”
Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School (2016, methodology): “Thus, a fixed mindset was associated with thinking that difficulty means you are “not smart,” with having the goal of not looking “dumb,” and with avoiding hard problems that you might get wrong, as in prior research (see Dweck, 2006; Dweck & Leggett, 1988; Yeager & Dweck, 2012).”
A Case for Domain-Specific Curiosity in Mathematics (2019, background): “The perceived importance of effort can be cultivated within students, such as by praising students’ effort and emphasizing the importance of failure in learning (Boaler 2015; Mueller and Dweck 1998; Yeager and Dweck 2012).”
The expectation performance gap in accounting education: a review of generic skills development in UK accounting degrees (2016, background): “Yeager and Dweck (2012), however, suggest that resilience can be developed in a classroom setting and that greater resilience has an impact on academic outcomes.”
Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks (2018, background): “Implicit theories of intelligence, also labeled as growth and fixed mindsets, form a framework that people can use to make attributions and interpret everyday challenges in academic settings (Molden & Dweck, 2006; Yeager & Dweck, 2012).”
When Am I Ever Going to Use This in the Real World? Cognitive Flexibility and Urban Adolescents’ Negotiation of the Value of Mathematics (2017, background): “Although mathematics was not mentioned explicitly in this excerpt, within the next theme, it becomes clear how these messages translated into a growth mindset (Yeager & Dweck, 2012) for Shayla, even when she encountered difficulties in her math 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): “Growth mindset has attracted increasing attention given its significance in promoting persistence and resilience (Yeager & Dweck, 2012).”