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An Entity Theory of Intelligence Predicts Higher Cortisol Levels When High School Grades Are Declining
16 references·1 citing·47 second hop
An Entity Theory of Intelligence Predicts Higher Cortisol Levels When High School Grades Are Declining (2018)An Entity Theory of Intelligence Predicts…Teaching a lay theory before college narrows achievement gaps at scale (2016)Teaching a lay theory before …Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. (2013)Breaking the cycle of mistrus…Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed (2012)Mindsets That Promote Resilie…Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. (2012)Mind-sets matter: A meta-anal…The Transition to High School as a Developmental Process Among Multiethnic Urban Youth (2009)The Transition to High School…Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention (2007)Implicit Theories of Intellig…Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat (2003)Improving adolescents' standa…The Environment of Poverty: Multiple Stressor Exposure, Psychophysiological Stress, and Socioemotional Adjustment (2002)The Environment of Poverty: M…Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence (2002)Reducing the Effects of Stere…Implicit Self-Theories in the Academic Domain: Implications for Goal Orientation, Attributions, Affect, and Self-Esteem Change (2002)Implicit Self-Theories in the…Daily Well-Being: The Role of Autonomy, Competence, and Relatedness (2000)Daily Well-Being: The Role of…Self-theories: Their Role in Motivation, Personality, and Development (1999)Self-theories: Their Role in …Implicit theories, attributions, and coping: A meaning system approach. 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References

  • 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 Intervention3,780 cited
  • 1998The Life Course as Developmental Theory3,507 cited
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  • 2000Daily Well-Being: The Role of Autonomy, Competence, and Relatedness2,066 cited
  • 2002Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence1,886 cited
  • 1998Praise for intelligence can undermine children's motivation and performance.1,704 cited
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  • 1999Implicit theories, attributions, and coping: A meaning system approach.1,353 cited
  • 2002The Environment of Poverty: Multiple Stressor Exposure, Psychophysiological Stress, and Socioemotional Adjustment1,232 cited
  • 2003Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat1,094 cited
  • 2002Implicit Self-Theories in the Academic Domain: Implications for Goal Orientation, Attributions, Affect, and Self-Esteem Change643 cited

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  • 2016Teaching a lay theory before college narrows achievement gaps at scale498 cited
  • 2009The Transition to High School as a Developmental Process Among Multiethnic Urban Youth411 cited
  • 2013Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide.392 cited
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    • 2020Stress, Sleep, and Coping Self-Efficacy in Adolescents51 cited