Cause of these Motivational Patterns

One of the major parts of self-determination theory is Entity vs. Incremental theorists.

"“People who believe intelligence is fixed (called entity theorists) attribute failure to traits (i.e., “I failed the test because I’m not smart.”) and tend to be less motivated in school; those who believe intelligence is malleable (called incremental theorists) tend to attribute failure to behavior (i.e., “I failed the test because I didn’t study.”) and are more motivated in school” ( Thomas & Sarnecka, 2015, pp.921).

As the quote states, an entity theorist will attribute failure to traits or characteristics of themselves or others, while incremental theorists will base their judgment on a student's actions. 

Dweck et al. (2013) did a study comparing these two theorists. In their studies, they found that those who held an entity view of intelligence would observe students in the classroom, in one case a new boy entering school and working to fit in, and judged him based on his characteristics and personality traits. The new boy would copy his neighbor's answers when asked questions in class and lie about his background, and they more often than not believed him to be a bad person. They also found that those with an incremental view of intelligence were a little more understanding, knowing that the environment and background of the boy made him nervous, afraid to be cast out, and could concur that he wasn't bad, just misunderstood. 

These theoretic personalities tend to make up people's point of view towards themselves and others. When a child knows that a person views them as a bad student and misunderstands them that way, not only will a student feel inadequate and unworthy, but like they are a bad person (Dweck, pp. 278).