Implicit theories about the malleability of intelligence as determinants of achievement-motivation;Implizite theorien über die veränderbarkeit von intelligenz als determinanten von leistungsmotivation

Zeitschrift fur Padagogische Psychologie

Volumn 11, Issue 3-4, 1997, Pages 167-176

  Schlangen, Birgit ^a   Stiensmeier Pelster, Joachim ^a  

^a UNIVERSITY OF HILDESHEIM   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031327972     PISSN: 10100652     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (39)

1. Bandura, M. & Dweck, C. S. (1985). The relationship of conceptions of intelligence and achievement goals to achievement-related cognition, affect and behavior. Unveröffentlichtes Manuskript. Zitiert nach: Dweck, C. S. & Bempechat, J. (1983). Children's theories of intelligence. In Paris, S., Olsen, G. & Stevenson, H. (Eds.). Learning and motivation in the classroom. Hillsdale, NJ: Erlbaum, 239-256.
2. Bandura, M. & Dweck, C. S. (1985). The relationship of conceptions of intelligence and achievement goals to achievement-related cognition, affect and behavior. Unveröffentlichtes Manuskript. Zitiert nach: Dweck, C. S. & Bempechat, J. (1983). Children's theories of intelligence. In Paris, S., Olsen, G. & Stevenson, H. (Eds.). Learning and motivation in the classroom. Hillsdale, NJ: Erlbaum, 239-256.
3. Benenson, J. F. & Dweck, C. S. (1986). The development of trait explanations and self-evaluations in the academic and social domains. Child Development, 57, 1179-1187.
4. Boyum, L. A. (1988). Students' conceptions of their intelligence: Impact on academic course choice. Unveröffentlicht. Zitiert nach: Erdley, C. A. & Dweck, C. S. (1993). Children's implicit personality theories as predictors of their social judgments. Child Development, 64, 863-878.
5. Boyum, L. A. (1988). Students' conceptions of their intelligence: Impact on academic course choice. Unveröffentlicht. Zitiert nach: Erdley, C. A. & Dweck, C. S. (1993). Children's implicit personality theories as predictors of their social judgments. Child Development, 64, 863-878.
6. Deci, E. L. (1975). Intrinsic motivation. New York: Plenum.
7. Diener, C. & Dweck, C. S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement. Journal of Personality and Social Psychology, 36, 451-461.
8. Diener, C. & Dweck, C. S. (1980). An analysis of learned helplessness: II. The processing of success. Journal of Personality and Social Psychology, 39, 940-952.
9. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
10. Dweck, C. S. & Bempechat, J. (1983). Children's theories of intelligence. In Paris, S., Olsen, G. & Stevenson, H. (Eds.). Learning and motivation in the classroom. Hillsdale, NJ: Erlbaum, 239-256.
11. Dweck, C. S. & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
12. Dweck, C. S. & Reppucci, N. (1973). Learned helplessness and reinforcement responsibility in children. Journal of Personality and Social Psychology, 25, 109-116.
13. Dweck, C. S., Chiu, C. & Hong, Y. (1995). Implicit theories and their role in judgements and reactions: a world from two perspectives. Psychological Inquiry, 6, 4, 267-285.
14. Dweck, C. S., Hong, Y. & Chiu, C. (1993). Implicit theories: individual differences in the likelihood and meaning of dispositional inference. Personality and Social Psychological Bulletin, 19, 5, 644-655.
15. Elliott, E. S. & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
16. Erdley, C. A. & Dweck, C. S. (1993). Children's implicit personality theories as predictors of their social judgments. Child Development, 64, 863-878.
17. Faria, L. & Fontaine, A. M. (1989). Implicit conceptions of intelligence scale. Unveröffentlicht. Zitiert nach: Erdley, C. A. & Dweck, C. S. (1993). Children's implicit personality theories as predictors of their social judgments. Child Development, 64, 863-878.
18. Faria, L. & Fontaine, A. M. (1989). Implicit conceptions of intelligence scale. Unveröffentlicht. Zitiert nach: Erdley, C. A. & Dweck, C. S. (1993). Children's implicit personality theories as predictors of their social judgments. Child Development, 64, 863-878.
19. Hayamizu, T. & Weiner, B. (1991). A test of Dweck's model of achievement goals as related to perceptions of ability. Journal of Experimental Education, 9, 3, 226-234.
20. Heyman, G. D. & Dweck, C. S. (1992). Achievement goals and intrinsic motivation: Their relation and their role in adaptive motivation. Motivation and Emotion, 18, 231-247.
21. Leahy, R. L. & Hunt, T. M. (1983). A cognitive-developmental approach to the development of conceptions of intelligence. In Leahy, R. L. (Ed.). The child's construction of social inequality. New York: Academic Press, 135-160.
22. Leggett, E. L. (1985). Children's entity and incremental theories of intelligence: Relationships to achievement behavior. Unveröffentlicht. Zitiert nach: Erdley, C. A. & Dweck, C. S. (1993). Children's implicit personality theories as predictors of their social judgments. Child Development, 64, 863-878.
23. Leggett, E. L. (1985). Children's entity and incremental theories of intelligence: Relationships to achievement behavior. Unveröffentlicht. Zitiert nach: Erdley, C. A. & Dweck, C. S. (1993). Children's implicit personality theories as predictors of their social judgments. Child Development, 64, 863-878.
24. Lepper, M. R. (1988). Motivational considerations in the study of instruction. Cognition and Instruction, 5, 289-309.
25. Licht, B. G. & Dweck, C. S. (1984). Determinants of academic achievement: The interaction of children's achievement orientations with skill area. Developmental Psychology, 20, 628-636.
26. Miller, R. B., Behrens, J. T., Greene, B. A. & Newman, D. (1993). Goals and perceived ability: Impact on student valuing, self-regulation, and persistence. Contemporary Educational Psychology, 18, 1, 2-14.
27. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
28. Nichols, A., Whelan, J. P. & Meyers, A. W. (1991). The effects of children's goal structures and performance feedback on mood, task choice, and task persistence. Behavior Therapy, 22, 491-503.
29. Peterson, C. (1995). Entity and incremental world views: Some lessons from learned helplessness theory and research. Psychological Inquiry, 6, 4, 307-311.
30. Rheinberg, F. (1980). Leistungsbewertung und Lernmotivation. Göttingen: Hogrefe.
31. Schunk, D. H. (1995). Implicit theories and achievement behavior. Psychological Inquiry, 6, 4, 311-314.
32. Sorrentino, R. M. (1995). A world from two perspectives: E pluribus duo? Psychological Inquiry, 6, 4, 314-318.
33. Stiensmeier-Pelster, J. (1988). Erlernte Hilflosigkeit, Handlungskontrolle und Leistung. Berlin: Springer.
34. Stiensmeier-Pelster, J., Schürmann, M., Eckert, C. & Pelster, A. (1994a). Der Attributionsstilfragebogen für Kinder und Jugendliche (ASF-KJ): Untersuchungen zu seinen psychometrischen Eigenschaften. Diagnostica, 40, 329-343.
35. Stiensmeier-Pelster, J., Schürmann, M., Eckert, C. & Pelster, A. (1994b). Attributionsstilfragebogen für Kinder und Jugendliche (ASF-KJ). Göttingen: Hogrefe.
36. Veroff, J. (1969). Social comparison and the development of achievement motivation. In Smith, C.P. (Ed.): Achievement-related motives in children. New York: Russel Sage Foundation, 46-101.
37. Wagner, J. W. L. (1977). Fragebogen zum Selbstkonzept für 4.-6. Klassen, FSK 4-6, im Landauer Bildungs-Beratungs-System. Weinheim: Beltz.
38. Weiner, B. (1995). Lessons from the past. Psychological Inquiry, 6, 4, 319-321.
39. Yussen, S. R. & Kane, P. T. (1985). Children's conception of intelligence. In: Yussen, S. R., (Ed). The growth of reflection in children. New York: Academic Press.