Self-theories: Their Role in Motivation, Personality, and Development

Psychology Press, 2000 - 195 pagina's
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This innovative text sheds light on how people work -- why they sometimes function well and, at other times, behave in ways that are self-defeating or destructive. The author presents her groundbreaking research on adaptive and maladaptive cognitive-motivational patterns and shows:

* How these patterns originate in people's self-theories
* Their consequences for the person -- for achievement, social relationships, and emotional well-being
* Their consequences for society, from issues of human potential to stereotyping and intergroup relations
* The experiences that create them

This outstanding text is a must-read for researchers in social psychology, child development, and education, and is appropriate for both graduate and senior undergraduate students in these areas.


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Geselecteerde pagina's


What Promotes Adaptive Motivation? Four Beliefs and Four Truths About Ability Success Praise and Confidence
When Failure Undermines and When Failure Motivates Helpless and MasteryOriented Responses
Achievement Goals Looking Smart Versus Learning
Is Intelligence Fixed or Changeable? Students Theories About Their Intelligence Foster Their Achievement Goals
Theories of Intelligence Predict and Create Differences in Achievement
Theories of Intelligence Create High and Low Effort
Implicit Theories and Goals Predict SelfEsteem Loss and Depressive Reactions to Negative Events
Why Confidence and Success Are Not Enough
Holding and Forming Stereotypes
How Does It All Begin? Young Childrens Theories About Goodness and Badness
Kinds of Praise and Criticism The Origins of Vulnerability
Praising Intelligence More Praise that Backfires
Misconceptions About SelfEsteem and About How to Foster It
Personality Motivation Development and the Self Theoretical Reflections
Final Thoughts on Controversial Issues

What Is IQ and Does It Matter?
Believing in Fixed Social Traits Impact on Social Coping
Judging and Labeling Others Another Effect of Implicit Theories
Belief in the Potential to Change
Measures of Implicit Theories Confidence and Goals

Overige edities - Alles weergeven

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Over de auteur (2000)

Andrew J. Elliot, PhD, is Professor of Psychology at the University of Rochester, and is currently an associate editor of the "Personality and Social Psychology Bulletin" and a section editor of" Social and Personality Psychology Compass." Dr. Elliot has published approximately 100 scholarly works, has received research grants from public and private agencies, and has been awarded four different early- and mid-career awards for his research contributions. His research areas include achievement and affiliation motivation; approach-avoidance motivation; personal goals; subjective well-being; and parental, teacher, and cultural influences on motivation and self-regulation.
Carol S. Dweck, PhD, is the Lewis and Virginia Eaton Professor of Psychology at Stanford University, and has published significant work in the area of achievement motivation since the early 1970s. Dr. Dweck is one of the first researchers linking attributions to patterns of achievement motivation, an originator of achievement goal theory, and a pioneer in the area of self-theories of motivation. Her recent books include "Self-Theories: Their Role in Motivation, Personality, and Development"; "Motivation and Self-Regulation across the Lifespan" (coedited with Jutta Heckhausen); and "Mindset: The New Psychology of Success," Her research is extensively cited in social, developmental, personality, and educational psychology.

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