Achievement goals and implicit theories of intelligence among academically talented students

Journal for the Education of the Gifted

Volumn 25, Issue 3, 2002, Pages 215-232

  Ablard, Karen E ^a  

^a JOHNS HOPKINS UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036509784     PISSN: 01623532     EISSN: None     Source Type: Journal    
DOI: 10.1177/016235320202500302     Document Type: Article

References (31)

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5. Differences in beliefs and attitudes toward the improvability of writing of gifted students who exhibit mastery-oriented and helpless behaviors
6. Achievement motivation and gifted students: A social cognitive perspective
7. Motivational processes affecting learning
8. Children's theories of intelligence: Consequences for learning
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10. A social-cognitive approach to motivation and personality
11. Achievement goals, study strategies, and exam performance: A mediational analysis
12. Goals: An approach to motivation and achievement
13. Differential effects of learner effort and goal orientation on two learning outcomes
14. Motivation and achievement
15. Achievement goals and intrinsic motivation: Their relation and their role in adaptive motivation
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17. Motivational patterns related to gifted students' learning of mathematics, science, and English: An examination of gender differences
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20. Motivational and self-regulated learning components of classroom academic performance
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23. Goal orientation and task demands effects on motivation, affect, and performance
24. The role of classroom goal structure in students' use of self-handicapping strategies
25. Understanding a lack of motivation to excel
26. The relation between goal orientation and students' motivational beliefs and self-regulated learning