Skills, Beliefs & Behaviors
Mindset: References
Key Reference
Yeager, D. S., & Dweck, C. S. (2012). Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. Educational Psychologist, 47(4), 302–314. http://doi.org/10.1080/00461520.2012.722805
Other References
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Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. Retrieved from http://bjorklab.psych.ucla.edu/pubs/EBjork_RBjork_2011.pdf
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. Child Development, 78(1), 246–263. http://doi.org/10.1111/j.1467-8624.2007.00995.x
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139(3), 655–701. http://doi.org/10.1037/a0029531
Cohen, G. L., Steele, C. M., & Ross, L. D. (1999). The Mentor’s Dilemma: Providing Critical Feedback Across the Racial Divide. Personality and Social Psychology Bulletin, 25(10), 1302–1318. http://doi.org/10.1177/0146167299258011
Da Fonseca, D., Cury, F., Santos, A., Payen, V., Bounoua, L., Brisswalter, J., et al. (2009). When depression mediates the relationship between entity beliefs and performance. Child Psychiatry and Human Development, 40(2), 213–222. http://doi.org/10.1007/s10578-008-0122-9
Dweck, C. (2006). Mindset. Random House.
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Essays in Social Psychology.
Dweck, C. S. (2012). Mindsets and human nature: Promoting change in the Middle East, the schoolyard, the racial divide, and willpower. American Psychologist, 67(8), 614–622. http://doi.org/10.1037/a0029783
Ericsson, A., & Pool, R. (2016). Peak. Houghton Mifflin Harcourt.
Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24(6), 645–662. http://doi.org/10.1016/j.appdev.2003.09.002
Good, C., Rattan, A., & Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women's representation in mathematics. Journal of Personality and Social Psychology, 102(4), 700–717. http://doi.org/10.1037/a0026659
Gunderson, E. A., Gripshover, S. J., Romero, C., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. (2013). Parent Praise to 1- to 3-Year-Olds Predicts Children's Motivational Frameworks 5 Years Later. Child Development, 84(5), 1526–1541. http://doi.org/10.1111/cdev.12064
Hong, H. Y., & Lin-Siegler, X. (2012). How learning about scientists' struggles influences students' interest and learning in physics., 104(2), 469–484. http://doi.org/10.1037/a0026224
Hong, Y., Chiu, C., Dweck, C. S., & Lin, D. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77(3), 588–599. http://doi.org/10.1037/0022-3514.77.3.588
Leslie, S.-J., Cimpian, A., Meyer, M., & Freeland, E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science, 347(6219), 262–265. http://doi.org/10.1126/science.1261375
Lin-Siegler, X., Ahn, J. N., Chen, J., & Fang, F. (2016). Even Einstein Struggled: Effects of Learning About Great Scientists’ Struggles on High School Students’ Motivation to Learn Science. Journal of Educational Psychology, 108(3), 314–328. http://doi.org/10.1037/edu0000092
Mangels, J. A., Butterfield, B., Lamb, J., Good, C., & Dweck, C. S. (2006). Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model. Social Cognitive and Affective Neuroscience, 1(2), 75–86. http://doi.org/10.1093/scan/nsl013
Moser, J. S., Schroder, H. S., Heeter, C., Moran, T. P., & Lee, Y.-H. (2011). Mind your errors: evidence for a neural mechanism linking growth mind-set to adaptive posterror adjustments. Psychological Science, 22(12), 1484–1489. http://doi.org/10.1177/0956797611419520
Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52. http://doi.org/10.1037//0022-3514.75.1.33
Orosz, G., Péter-Szarka, S., Bőthe, B., Tóth-Király, I., & Berger, R. (2017). How Not to Do a Mindset Intervention: Learning from a Mindset Intervention among Students with Good Grades. Frontiers in Psychology, 8, 113. http://doi.org/10.3389/fpsyg.2017.00311
Park, D., Gunderson, E. A., Tsukayama, E., Levine, S. C., & Beilock, S. L. (2016). Young children’s motivational frameworks and math achievement: Relation to teacher-reported instructional practices, but not teacher theory of intelligence. Journal of Educational Psychology, 108(3), 300–313. http://doi.org/10.1037/edu0000064
Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, 26(6), 784–793. http://doi.org/10.1177/0956797615571017
Rattan, A., Good, C., & Dweck, C. S. (2012). “It's ok—Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 48(3), 731–737. http://doi.org/10.1016/j.jesp.2011.12.012
Schleider, J. L., Abel, M. R., & Weisz, J. R. (2015). Implicit theories and youth mental health problems: A random-effects meta-analysis. Clinical Psychology Review, 35, 1–9. http://doi.org/10.1016/j.cpr.2014.11.001
Shih, S.-S. (2011). Perfectionism, Implicit Theories of Intelligence, and Taiwanese Eighth-Grade Students’ Academic Engagement. The Journal of Educational Research, 104(2), 131–142. http://doi.org/10.1080/00220670903570368
Wilson, T. D., Damiani, M., & Shelton, N. (2002). Improving the Academic Performance of College Students with Brief Attributional Interventions. In Improving Academic Achievement Impact of Psychological Factors on Education (pp. 89–108). Elsevier. http://doi.org/10.1016/B978-012064455-1/50008-7
Yeager, D. S., & Walton, G. M. (2011). Social-Psychological Interventions in Education They’re Not Magic. Review of Educational Research, 81(2), 267–301. http://doi.org/10.3102/0034654311405999
Yeager, D. S., Romero, C., & Paunesku, D. (2016a). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108(3), 374–391. http://doi.org/10.1037/edu0000098
Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., et al. (2016b). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences, 113(24), E3341–8. http://doi.org/10.1073/pnas.1524360113