Growth of fixed mindset from elementary to middle school: Its relationship with trajectories of academic behavior engagement and academic achievement
Author:
Affiliation:
1. Institute of Social Science, College of Social Science Incheon National University Incheon Korea
2. Division of Teacher Education, College of Liberal Arts and Interdisciplinary Studies Kyonggi University Suwon Korea
Publisher
Wiley
Subject
Developmental and Educational Psychology,Education
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.22583
Reference60 articles.
1. Promoting a Successful Transition to Middle School
2. Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence
3. Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention
4. A Growth Mind-Set Intervention Improves Interest but Not Academic Performance in the Field of Computer Science
5. Mind-sets matter: A meta-analytic review of implicit theories and self-regulation.
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1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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