Exploring the Relationship of College Freshmen Honors Students’ Effort and Ability Attribution, Interest, and Implicit Theory of Intelligence With Perceived Ability

By Del Siegle, L. Rubenstein, Elizabeth L. Pollard, Elizabeth A. Romey. 2010

110 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e1f929a79bf9a2ed92eb6c5d13f462a90c0dc373

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. M. Mitchell
2. Del Siegle
3. L. Rubenstein

In Experimental and Cognitive Psychology

1. L. Rubenstein
2. M. Mitchell
3. Del Siegle
4. M. Matthews
5. Matthew T. McBee
6. Debra A. Troxclair

In Social Psychology

1. L. Rubenstein
2. M. Mitchell
3. Del Siegle
4. M. Matthews
5. Matthew T. McBee
6. Debra A. Troxclair

Citations in the corpus

• Honors Students’ Perceptions of Their High School Experiences (2014, background): “In a recent study, Siegle et al. (2010) found that interest—as opposed to perceived effort and ability levels—was the better predictor of students’ assessment of their achievement in 15 different talent areas.”