Numero della rivista 30 2024

 

Kroeper, K. M., Fried, A. C., & Murphy, M. C. (2022). Towards fostering growth mindset classrooms: Identifying teaching behaviors that signal instructors’ fixed and growth mindsets beliefs to students. Social Psychology of Education, 25(2-3), 371-398. https://doi.org/10.1007/s11218-022-09689-4

 

Kroeper, K. M., Muenks, K., Canning, E. A., & Murphy, M. C. (2022). An exploratory study of the behaviors that communicate perceived instructor mindset beliefs in college STEM classrooms. Teaching and Teacher Education, 114,1–11. https://doi.org/10.1016/j.tate.2022.103717

 

Muenks, K., Canning, E. A., LaCosse, J., Green, D. J., Zirkel, S., Garcia, J. A., & Murphy, M. C. (2020). Does my professor think my ability can change? Students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class. Journal of Experimental Psychology: General, 149(11), 2119-2144. https://doi.org/10.1037/xge0000763

 

Murner, K. M., & Hessler, E. E. (2020). The effects of difficulty and individual differences in mindset on persistence. Aisthesis: The Interdisciplinary Honors Journal, 11(2), 18-22.

 

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(3), 731-737. https://doi.org/10.1016/j.jesp.2011.12.012

 

Robins, R. W., & Pals, J. L. (2002). Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity, 1(4), 313–336. https://doi.org/10.1080/15298860290106805

 

Shen, C., Miele, D. B., & Vasilyeva, M. (2016). The relation between college students’ academic mindsets and their persistence during math problem solving. Psychology in Russia: State of the Art, 9(3), 38–56. https://doi.org/10.11621/pir.2016.0303

 

Sik, K., Cummins, J., & Job, V. (2024). An implicit measure of growth mindset uniquely predicts post-failure learning behavior. Scientific Reports, 14(1), 3761. https://doi.org/10.1038/s41598-024-52916-5

 

Walton, G. M., & Yeager, D. S. (2020). Seed and soil: Psychological affordances in contexts help to explain where wise interventions succeed or fail. Current Directions in Psychological Science, 29(3), 219-226. https://doi.org/10.1177/0963721420904453

 

White, M. M., Olson, S. J., & Canning, E. A. (2024). Disentangling the impact of instructor mindset and demeanor on student experiences. Motivation Science, 10(1), 83–87. https://doi.org/10.1037/mot0000322

 

Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314. https://doi.org/10.1080/00461520.2012.722805

 

Yeager, D. S., Carroll, J. M., Buontempo, J., Cimpian, A., Woody, S., Crosnoe, R., Muller, C., Murray, J., Mhatre, P., Kersting, N., Hulleman, C., Kudym, M., Murphy, M., Duckworth, A. L., Walton, G. M., & Dweck, C. S. (2022). Teacher mindsets help explain where a growth-mindset intervention does and doesn’t work. Psychological Science, 33(1), 18–32. https://doi.org/10.1177/09567976211028984

 

Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S.,

 

Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. M., Carvalho, C. M., Hahn, P. R., … Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement.

Nature, 573(7774), 364–369. https://doi.org/10.1038/s41586-019-1466-y