The influence of subject disciplinary studies on students’ implicit theories of intelligence and achievement goals in one Swedish upper-secondary school

Reference

• Anderman, E.M. & Midgley, C. (1997). Changes in personal achievement goals and the perceived classroom goal structures across the transition to middle level schools. Contemporary Educational Psychology, 22, 269–298.
   PubMed Web of Science ®Google Scholar
• Anderman, E.M., & Wolters, C.A. (2006). Goals, values, and affect: Influences on student motivation. In P.A. Alexander & P.H. Winne (Eds.), Handbook of educational psychology. London: LEA. (pp. 369-389).
   Google Scholar
• Beach (2003). Mathematics goes to market. In D. Beach, T. Gordon, & E. Lahelma (Eds.), Democratic Education: Ethnographic Challenges. London: Tufnell Press.
   Google Scholar
• Blackwell, L. S., Rodriguez, S., & Guerra-Carrillo, B. (2015). Intelligence as a Malleable Construct. In Handbook of Intelligence (pp. 263–282). Springer New York.
   Google Scholar
• Blackwell, L.S., Trzesniewski, K.H., & Dweck, C. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263.
   PubMed Web of Science ®Google Scholar
• Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. New York: Jossey Bass Wiley
   Google Scholar
• Butler, R. (2000). Making judgments about ability: The role of implicit theories of ability in moderating inferences from temporal and social comparison information. Journal of Personality and Social Psychology, 78 (5), 965–978.
   PubMed Web of Science ®Google Scholar
• Carr, P.B., & Dweck, C. S. (2011). Intelligence and motivation. (pp. 748-770) In R.J.
   Google Scholar
• Cury, F., Elliot, A.J., Da Fonésca, D., & Moller, A.C. (2006). The social-cognitive model of achievement motivation and the 2x2 achievement goal framework. Journal of Personality and Social Psychology, 90, 666–679.
   PubMed Web of Science ®Google Scholar
• Darnon, C., Dompnier, B., Gilliéron, O., & Butera, F. (2010). The interplay of mastery and performance goals in social comparison: A multiple-goal perspective. Journal of Educational Psychology, 102 (1), 212–222.
   Web of Science ®Google Scholar
• Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040–1048.
   Web of Science ®Google Scholar
• Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology press.
   Google Scholar
• Dweck, C.S. & Legget, E.L. (1988). A social cognitive approach to motivation and personality. Psychological Review, 95, 256–273.
   Web of Science ®Google Scholar
• Elliot, A.J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189.
   Web of Science ®Google Scholar
• Elliot, A.J. (2005). A conceptual history of the achievement goal construct. In A.J. Elliot & C.S. Dweck (Eds.) Handbook of Competence and Motivation. New York: The Guilford Press. (pp. 52-72).
   Google Scholar
• Friedel, J.M., Cortina, K.S., Turner, J., & Midgley, C. (2010). Changes in efficacy beliefs in mathematics across the transition to middle school: Examining the effects of perceived teacher and parent goal emphases. Journal of Educational Psychology, 102 (1), 102–114.
   Web of Science ®Google Scholar
• Good, C., Rattan, A., & Dweck, C.S. (2012). Why do woman opt out? Sense of belonging and women’s representation in mathematics. Journal of Personality and Social Psychology. Online publication. doi: 10.1037/a0026659.
   Web of Science ®Google Scholar
• Jonsson, A-.C., & Beach, D. (2012). Predicting the use of praise among pre-service teachers: influence from implicit theories of intelligence, social comparison and stereotype acceptance, Education Inquire, 3, (2), 259–281.
   Google Scholar
• Jonsson, A-C., Beach, D., Korp, H & Erlandsson, P. (2012). Teachers’ implicit theories of intelligence: Influences from different disciplines and scientific theories, European Journal of Teacher Education, 35, (4), 387–400.
   Web of Science ®Google Scholar
• Jonsson, A.C. & Beach, D (2010). Reproduction of social class in teacher education: The influence of scientific theories on future teachers’ implicit beliefs. Journal for Critical Education Policy Studies, 8 (2),http://www.jceps.com/?pageID=article&articleID=192
   Google Scholar
• Leroy, N., Bressoux, P., Sarrazin, P., & Trouilloud, D. (2007). Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate. European Journal of Psychology of Education, Vol. XXII (4), 529–545.
   Google Scholar
• Mascret, N., Roussel, P., & Cury, F. (2015). Using implicit theories to highlight science teachers’ implicit theories of intelligence. European Journal of Psychology of Education, published online 10 March 2015, DOI 10.1007/s10212-015-0249-6.
   Google Scholar
• Maehr, M.L., & Midgley, C. (1996). Transforming school cultures. Boulder, CO: Westview Press.
   Google Scholar
• Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An under-explored aspect of goal theory. Journal of Educational Psychology, 89, 710–718.
   Web of Science ®Google Scholar
• Midgley, C., Kaplan, A., Middleton, M., Urdan, T., Maehr, M.L., Hicks, L., Anderman, E., &Roeser, R.W. (1998). Development and validation of scales assessing students’ achievement goal orientation. Contemporary Educational Psychology, 23, 113–131.
   PubMed Web of Science ®Google Scholar
• Midgley, C., Maehr, M.L., Hruda, L.Z., Anderman, E., Anderman, L., Freeman, K.E. et al. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor: University of Michigan.
   Google Scholar
• Myers, M.D., Nichols, J.D., & White, J. (2003). Teacher and student incremental and entity views of intelligence: The effects of self-regulation and persistence activities. International Journal of Educational Reform, 12 (2), 97–117.
   Google Scholar
• Niemivirta, M. (2002). Motivation and performance in context: The influence of goal orientations and instructional setting on situational appraisals and task performance, Psychologia, 45, 250–270.
   Web of Science ®Google Scholar
• Patrick, H., Kaplan, A., & Ryan, A.M. (2011). Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate. Journal of Educational Psychology, 103(2), 367–382.
   Web of Science ®Google Scholar
• Pintrich, P.R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544–555.
   Web of Science ®Google Scholar
• Rattan, A., Good, C., & Dweck, C.S. (2012). “It’s ok – Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 48, 731–737.
   Web of Science ®Google Scholar
• Sternberg, R. J., & Kaufman, S. B. (2011). The Cambridge Handbook of Intelligence. Cambridge: Cambridge University Press.
   Google Scholar
• Trouilloud, D., Sarrazin, P., & Bois, J. (2006). Teacher expectation effects on student perceived competence in physical education classes: Autonomy-supportive climate as a moderator. Journal of Educational Psychology, 98(1), 75–86.
   Web of Science ®Google Scholar
• Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2011). Stability and change in achievement goal orientation: A person-centered approach. Contemporary Educational Psychology, 36, 82–100.
   Web of Science ®Google Scholar
• Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2012) Achievement goal orientation and academic well-being across the transition to upper-secondary education. Learning and Individual Differences, 22, 290–305.
   Web of Science ®Google Scholar
• Urdan, T., & Mestas, M. (2006). The goals behind performance goals. Journal of Educational Psychology, 98 (2), 354–365.
   Web of Science ®Google Scholar
• Urdan, T., Midgley, C., & Anderman, A.E. (1998). The role of classroom goal structure in students’ use of self-handicapping strategies. American Educational Research Journal, 35, 101–122.
   Web of Science ®Google Scholar
• Williams, D. A., & King, P. (1980). Do males have a math gene? Newsweek, p. 73.
   Google Scholar
• Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236–250.
   Web of Science ®Google Scholar