Mind-sets matter: a meta-analytic review of implicit theories and self-regulation.

By J. Burnette, Ernest H. O’Boyle, Eric M. VanEpps, J. Pollack, Eli J. Finkel. Psychological bulletin, 2013

1,147 citations recorded by the source corpus.

Subfields: Applied Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d114a3b60874f7d411787d6605ad8a4db97f9f68

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Citations in the corpus

To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses (2018, result): “This result is almost identical to the meta-analytic average correlation found between mind-set and achievement across achievement domains: r = .095 (Burnette et al., 2013).”
Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework (2016, methodology): “Furthermore, a recent meta-analysis conducted by Burnette, O’Boyle, VanEpps, Pollack, and Finkel ( 2013 ) found that incremental views of intelligence predicted higher levels of mastery goals, use of more mastery-oriented self-regulation strategies (and less use of helpless-oriented strategies),…”
Thanks, but no-thanks for the feedback (2017, background): “their subsequent performance, have been demonstrated as having important explanatory power in the adult population, directly impacting learning, academic success and ultimately work-related attitudes and behaviours (Burnette et al. 2013; McKenny 2014).”
Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks (2018, background): “…integration into academic peer groups in contrast to the psychological significance of self-efficacy beliefs and growth mindsets that is well substantiated empirically for individual outcomes (e.g., Brouwer et al., 2016; Burnette et al., 2013; Komarraju & Nadler, 2013; Richardson et al., 2012).”
Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School (2016, methodology): “Thus, the present study uses a field experiment to replicate much prior research (Burnette et al., 2013; Dweck, 1999; Dweck, 2006; Yeager & Dweck, 2012).”
Growth mindset is not associated with scholastic aptitude in a large sample of university applicants (2017, background): “…to be associated with a higher likelihood of achieving one's goals; however, the results of the meta-analysis suggest that the association is weak (Burnette et al., 2013). rek.vranka@fsv.cuni.cz, While Burnette et al. (2013) showed the association between implicit theories and achievement, some…”
A Growth Mindset Intervention: Enhancing Students’ Entrepreneurial Self-Efficacy and Career Development (2020, background): “Indeed, across a range of contexts, growth mindsets are especially relevant in times of ego threats (Burnette et al., 2013; Pollack et al., 2012) and are especially powerful for students at risk academically (e.”