Academic and emotional functioning in middle school: The role of implicit theories

Emotion

Volumn 14, Issue 2, 2014, Pages 227-234

  Romero, Carissa ^a   Master, Allison ^b   Dave Paunesku, ^a   Carol S Dweck, ^a   Gross, James J ^a  

^a STANFORD UNIVERSITY   (United States)

^b UNIVERSITY OF WASHINGTON   (United States)

Author keywords

Academic achievement; Adolescents; Emotion; Implicit theories; Well being

Indexed keywords

ACADEMIC ACHIEVEMENT; ADOLESCENT; AFRICAN AMERICAN; AMERICAN INDIAN; ARTICLE; ASIAN; ASIAN AMERICAN; CONTROLLED STUDY; DEPRESSION; EDUCATION; EMOTION; FEMALE; HEALTH SURVEY; HISPANIC; HUMAN; IMPLICIT THEORY; INTELLIGENCE; MAJOR CLINICAL STUDY; MALE; MATHEMATICS; MIDDLE SCHOOL; MIDDLE SCHOOL STUDENT; OUTCOME ASSESSMENT; PREDICTION; PSYCHOLOGICAL THEORY; PSYCHOLOGICAL WELL BEING; RACE DIFFERENCE;

ADAPTATION, PSYCHOLOGICAL; ADOLESCENT; EDUCATIONAL STATUS; EMOTIONS; FEMALE; HUMANS; INTELLIGENCE; MALE; PSYCHOLOGICAL THEORY; SCHOOLS; STUDENTS;

EID: 84897962120     PISSN: 15283542     EISSN: 19311516     Source Type: Journal    
DOI: 10.1037/a0035490     Document Type: Article

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