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The message matters: The role of implicit beliefs about giftedness and failure experiences in academic self-handicapping.
16 references·8 citing·48 second hop
The message matters: The role of implicit beliefs about giftedness and failure experiences in academic self-handicapping. (2013)The message matters: The role of implicit…Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed (2012)Mindsets That Promote Resilie…Women's underrepresentation in science: Sociocultural and biological considerations. (2009)Women's underrepresentation i…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…Factors That Differentiate Underachieving Gifted Students From High-Achieving Gifted Students (2003)Factors That Differentiate Un…Implicit Self-Theories in the Academic Domain: Implications for Goal Orientation, Attributions, Affect, and Self-Esteem Change (2002)Implicit Self-Theories in the…Academic Self-Handicapping and Achievement Goals: A Further Examination (2001)Academic Self-Handicapping an…The Underachievement of Gifted Students: What Do We Know and Where Do We Go? (2000)The Underachievement of Gifte…Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. (2000)Multiple goals, multiple path…Person versus process praise and criticism: Implications for contingent self-worth and coping. (1999)Person versus process praise …Implicit Theories and Their Role in Judgments and Reactions: A Word From Two Perspectives (1995)Implicit Theories and Their R…Making the grade: a self-worth perspective on motivation and school reform (1993)Making the grade: a self-wort…A social-cognitive approach to motivation and personality. (1988)A social-cognitive approach t…The Self-Worth Theory of Achievement Motivation: Findings and Implications (1984)The Self-Worth Theory of Achi…Control of Attributions about the Self Through Self-handicapping Strategies: The Appeal of Alcohol and the Role of Underachievement (1978)Control of Attributions about…Self-worth and school learning (1976)Self-worth and school learningGender differences in the intention to study math increase with math performance (2023)Gender differences in the int…Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. (2021)Why do students use strategie…Leaders’ Reactions to 360° Feedback: Examining Individual Attributes and Format Effects (2021)Leaders’ Reactions to 360° Fe…Explaining the Variations of Definitions in Gifted Education (2020)Explaining the Variations of …Mindset Misconception? Comparing Mindsets, Perfectionism, and Attitudes of Achievement in Gifted, Advanced, and Typical Students (2018)Mindset Misconception? Compar…A critical review of the literature on academic self-handicapping: theory, manifestations, prevention and measurement (2018)A critical review of the lite…Gifted Students’ Implicit Beliefs About Intelligence and Giftedness (2015)Gifted Students’ Implicit Bel…Lost confidence and potential: a mixed methods study of underachieving college students’ sources of self-efficacy (2014)Lost confidence and potential…Society and the Adolescent Self-Image (1965)Development and validation of brief measures of positive and negative affect: The PANAS scales. 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References

  • 1988A social-cognitive approach to motivation and personality.9,633 cited
  • 2007Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention3,780 cited
  • 1995Implicit Theories and Their Role in Judgments and Reactions: A Word From Two Perspectives2,409 cited
  • 2012Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed2,327 cited
  • 2000Multiple goals, multiple pathways: The role of goal orientation in learning and achievement.2,253 cited
  • 1993Making the grade: a self-worth perspective on motivation and school reform1,069 cited
  • 2009Women's underrepresentation in science: Sociocultural and biological considerations.958 cited
  • 1978Control of Attributions about the Self Through Self-handicapping Strategies: The Appeal of Alcohol and the Role of Underachievement833 cited
  • 1999Person versus process praise and criticism: Implications for contingent self-worth and coping.659 cited
  • 2002Implicit Self-Theories in the Academic Domain: Implications for Goal Orientation, Attributions, Affect, and Self-Esteem Change643 cited
  • 2000The Underachievement of Gifted Students: What Do We Know and Where Do We Go?581 cited
  • 2006The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework.569 cited
  • 1984The Self-Worth Theory of Achievement Motivation: Findings and Implications

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469 cited
  • 1976Self-worth and school learning421 cited
  • 2001Academic Self-Handicapping and Achievement Goals: A Further Examination388 cited
  • 2003Factors That Differentiate Underachieving Gifted Students From High-Achieving Gifted Students379 cited
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    • 2015Gifted Students’ Implicit Beliefs About Intelligence and Giftedness73 cited
    • 2014Lost confidence and potential: a mixed methods study of underachieving college students’ sources of self-efficacy63 cited
    • 2018A critical review of the literature on academic self-handicapping: theory, manifestations, prevention and measurement60 cited
    • 2020Explaining the Variations of Definitions in Gifted Education59 cited
    • 2018Mindset Misconception? Comparing Mindsets, Perfectionism, and Attitudes of Achievement in Gifted, Advanced, and Typical Students59 cited
    • 2023Gender differences in the intention to study math increase with math performance26 cited
    • 2021Leaders’ Reactions to 360° Feedback: Examining Individual Attributes and Format Effects1 cited