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Effort is virtuous, but it's better to have ability: Evaluative responses to perceptions of effort and ability

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References

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1984Thoughts on a theory of constructive failure149 cited
1984Affective consequences of ability versus effort ascriptions: Controversies, resolutions, and quandaries.144 cited
1984The relationship between dimensions of self-attribution and dimensions of self-concept.144 cited
2019Expectancy value interactions and academic achievement: Differential relationships with achievement measures131 cited
2016Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept.126 cited
2008Academic achievement in the Chinese context: The role of goals, strategies, and effort112 cited

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1979It's best to be able and virtuous too: Student and teacher evaluative responses to successful effort.110 cited

1981As failures mount: Affective and cognitive consequences of ability demotion in the classroom.105 cited

2003Learning and motivation of Chinese students in Hong Kong: A longitudinal study of contextual influences on students' achievement orientation and performance103 cited

2004A comparison of Australian and Chinese teachers' attributions for student problem behaviors103 cited

1981Reactions to Achievement Behavior From a Teacher and Student Perspective: A Developmental Analysis93 cited

1985Ability and effort valuation among failure-avoiding and failure-accepting students.92 cited

2002Dynamic Development Of Component Systems Of Emotions: Pride, Shame, And Guilt In China And The United States91 cited

1993The Relationship between Children's Perceived and Actual Motor Competence86 cited

2012Achievement Goals85 cited

1998Gender Differences in Teacher and Student Perceptions of Gifted Students' Ability and Effort83 cited