Motivation and achievement.

Published on Jan 1, 1990
Valanne L. Henderson3
Estimated H-index: 3
Carol S. Dweck80
Estimated H-index: 80
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  • Citations (120)
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Cited By120
#1Alissa J. Mrazek (UCSB: University of California, Santa Barbara)H-Index: 5
#2Michael D. Mrazek (UCSB: University of California, Santa Barbara)H-Index: 16
Last. Jonathan W. Schooler (UCSB: University of California, Santa Barbara)H-Index: 56
view all 7 authors...
Despite growing evidence demonstrating the benefits of mindfulness for physical and mental health, little is known about the barriers that dissuade individuals from practicing mindfulness. The present study sought to examine the self-regulatory barriers that most commonly prevent mid-life adults from engaging in mindfulness practice. The present study surveyed a nationally representative sample of 385 mid-life adults (ages 50–64) in the USA to assess familiarity, attitudes, and prior experiences...
#1Andrea I. Alatorre (ND: University of Notre Dame)
#2Rosalie V. DePaola (ND: University of Notre Dame)
Last. Gerald J. Haeffel (ND: University of Notre Dame)H-Index: 18
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Abstract Over the last thirty years, there has been an explosion of research on “mindset” theories of personal attributes such as intelligence (Dweck, 1988). Research shows that individuals who believe that their attributes are fixed (rather than changeable) are more likely to have negative academic outcomes and negative moods. However, it remains unclear if these mindset theories represent a novel construct or if they overlap with the cognitive theories of depression which were theorized a deca...
#1Ran Liu (UPenn: University of Pennsylvania)
#2Yi-Lin Chiang (National Chengchi University)H-Index: 3
Scholars generally agree that family socioeconomic status significantly influences student engagement and motivation in school learning. Yet, teachers are key adults who play an equally important role in determining student experiences through daily interactions in the classroom. This study asks how family and teachers together shape student motivation to learn. Using data from the China Education Panel Survey (CEPS), we examine the roles of teachers vis-a-vis parents in fostering students’ moti...
#1Alissa J. Mrazek (NU: Northwestern University)H-Index: 5
#2Elliott D. Ihm (UCSB: University of California, Santa Barbara)H-Index: 2
Last. Jonathan W. Schooler (UCSB: University of California, Santa Barbara)H-Index: 56
view all 6 authors...
Abstract Given that countless studies have documented the wide-ranging benefits of self-regulation, determining if and how self-regulation can be improved is an important scientific and societal priority. Existing theories suggest that the deterioration of self-regulation is partially shaped by perceptions of effort. Therefore, one promising way to sustain self-regulation may be to cultivate a growth mindset, which has been shown to affect behavior in part by altering effort attributions. Althou...
3 CitationsSource
#1Hans S. Schroder (MSU: Michigan State University)H-Index: 13
#2Megan E. Fisher (MSU: Michigan State University)H-Index: 3
Last. Jason S. Moser (MSU: Michigan State University)H-Index: 32
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Abstract Individuals who believe intelligence is malleable (a growth mindset) are better able to bounce back from failures than those who believe intelligence is immutable. Event-related potential (ERP) studies among adults suggest this resilience is related to increased attention allocation to errors. Whether this mechanism is present among young children remains unknown, however. We therefore evaluated error-monitoring ERPs among 123 school-aged children while they completed a child-friendly g...
13 CitationsSource
#1Laurel Waller (MSU: Michigan State University)H-Index: 2
#2Mostafa Papi (FSU: Florida State University)H-Index: 6
Abstract Drawing on Dweck's (2000) theory of motivation, the current study investigated the relationships between language learners’ implicit theories of writing intelligence, their writing motivation, and their orientation toward written corrective feedback (WCF). A questionnaire was developed based on previous studies and administered to 142 English as a Second Language (ESL) writers at a large university in the United States. The questionnaire included items measuring learners’ implicit theor...
9 CitationsSource
Abstract. Individuals vary in their mindsets – their implicit beliefs regarding the malleability of human attributes. Because mindset influences responses to achievement situations, we hypothesize that employees with a more incremental mindset (i.e., believing that human attributes can be changed through effort and hard work) will have higher job performance and better relationships with their manager. We found that employees with a more incremental mindset have higher job performance. Also, whe...
3 CitationsSource
#1Riitta Rautiainen (University of Eastern Finland)H-Index: 3
#2Hannu Räty (University of Eastern Finland)H-Index: 18
Last. Kati Kasanen (University of Eastern Finland)H-Index: 12
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AbstractThis study set out to examine a little-researched topic: parents’ theories of the malleability of children’s intelligence. The aim of the study was to examine the structure and the reliability of a questionnaire concerning the malleability of intelligence, based on Dweck’s (1999) theory and sent to a sample of Finnish parents. Further points of interest were whether the parents held incremental theories rather than entity theories of children’s intelligence, whether there were difference...
1 CitationsSource
#1Jillian Brass (Pace University)
#2Weihua Niu (Pace University)H-Index: 2
A total of 114 3rd- and 6th-graders from a suburban elementary school participated in a study examining the influence of implicit self-theories on rated creativity in the domains of art and literature in a quasi-experiment. Creativity was measured via the Consensual Assessment Technique. Participants were divided into two groups and received different sets of instructions emphasizing either an incremental or entity-implicit theory of creativity, before completing a drawing task and a writing tas...