SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
Identification as Gifted and Implicit Beliefs About Intelligence
16 references·0 citing·45 second hop
Identification as Gifted and Implicit Beliefs About Intelligence (2013)Identification as Gifted and Implicit Bel…Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed (2012)Mindsets That Promote Resilie…Handbook of Complementary Methods in Education Research (2012)Handbook of Complementary Met…Social-Psychological Interventions in Education (2011)Social-Psychological Interven…Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention (2007)Implicit Theories of Intellig…The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework. (2006)The social-cognitive model of…Implicit Self-Theories in the Academic Domain: Implications for Goal Orientation, Attributions, Affect, and Self-Esteem Change (2002)Implicit Self-Theories in the…Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. (2000)Multiple goals, multiple path…Self-theories: Their Role in Motivation, Personality, and Development (1999)Self-theories: Their Role in …Person versus process praise and criticism: Implications for contingent self-worth and coping. (1999)Person versus process praise …Person versus process praise and criticism: Implications for contingent self-worth and coping. (1999)Person versus process praise …Implicit theories, attributions, and coping: A meaning system approach. (1999)Implicit theories, attributio…Praise for intelligence can undermine children's motivation and performance. (1998)Praise for intelligence can u…Implicit Theories and Their Role in Judgments and Reactions: A Word From Two Perspectives (1995)Implicit Theories and Their R…Self-theories and goals: their role in motivation, personality, and development. (1990)Self-theories and goals: thei…Competence considered (1990)Competence consideredA social-cognitive approach to motivation and personality. (1988)A social-cognitive approach t…Bad Blood: The Tuskegee Syphilis Experiment (1982)Creating Citizens (1997)Creating Citizens: Political Education and Liberal Democracy (1997)How to Select, Calculate, and Interpret Effect Sizes (2009)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Inductive/Deductive Hybrid Thematic Analysis in Mixed Methods Research (2022)An attributional theory of achievement motivation and emotion. (1985)Motivational processes affecting learning. (1986)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)A 2 × 2 achievement goal framework. (2001)The Power of Feedback (2007)Society and the Adolescent Self-Image (1965)Learned helplessness in humans: Critique and reformulation. (1978)Perceived Behavioral Control, Self‐Efficacy, Locus of Control, and the Theory of Planned Behavior 1 (2002)Motivational and self-regulated learning components of classroom academic performance. (1990)Classrooms: Goals, structures, and student motivation. (1992)A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. (2003)Development of Achievement Motivation (2007)Handbook of Self-Regulation of Learning and Performance (2017)Construct validity in psychological tests. (1955)The Psychology of Interpersonal Relations. (1958)The psychology of interpersonal relations. (1958)A cognitive-affective system theory of personality: Reconceptualizing situations, dispositions, dynamics, and invariance in personality structure. (1995)Handbook of Motivation at School (2009)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-efficacy: Toward a unifying theory of behavioral change. (1977)The Ecology of Human Development (1979)Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects (2017)Implications for educational practice of the science of learning and development (2019)From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation (2020)Asymptotic Confidence Intervals for Indirect Effects in Structural Equation Models (1982)Frames of Mind: The Theory of Multiple Intelligences (1984)The benefits of playing video games. (2013)A threat in the air: How stereotypes shape intellectual identity and performance. (1997)Ordinary magic: Resilience processes in development. (2001)Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions (2016)To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses (2018)Mindsets: A View From Two Eras (2019)Identity and the life cycle (1959)Generalized expectancies for internal versus external control of reinforcement. (1966)The role of deliberate practice in the acquisition of expert performance. (1993)School Engagement: Potential of the Concept, State of the Evidence (2004)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Motivational Beliefs, Values, and Goals (2002)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)
this work references cited by second hop

References

  • 1988A social-cognitive approach to motivation and personality.10,256 cited
  • 1999Self-theories: Their Role in Motivation, Personality, and Development6,308 cited
  • 2007Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention4,216 cited
  • 2012Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed2,835 cited
  • 1995Implicit Theories and Their Role in Judgments and Reactions: A Word From Two Perspectives2,437 cited
  • 2000Multiple goals, multiple pathways: The role of goal orientation in learning and achievement.2,392 cited
  • 2012Handbook of Complementary Methods in Education Research2,084 cited
  • 1998Praise for intelligence can undermine children's motivation and performance.1,892 cited
  • 2011Social-Psychological Interventions in Education1,476 cited
  • 1999Implicit theories, attributions, and coping: A meaning system approach.1,449 cited
  • 1999Person versus process praise and criticism: Implications for contingent self-worth and coping.872 cited
  • 1990Competence considered714 cited
  • 2002Implicit Self-Theories in the Academic Domain: Implications for Goal Orientation, Attributions, Affect, and Self-Esteem Change705 cited
  • 1999Person versus process praise and criticism: Implications for contingent self-worth and coping.

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

659 cited
  • 2006The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework.618 cited
  • 1990Self-theories and goals: their role in motivation, personality, and development.579 cited
  • Cited by

    No citing works inside the corpus for this window.