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Dweck, Carol S.; Goetz, Therese E. – Journal of Personality and Social Psychology, 1980
Investigates the relationship between causal attributions and responses to social rejection across popularity levels, focusing on individual differences along each dimension. (Author/SS)
Descriptors: Attribution Theory, Children, Elementary School Students, Helplessness
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Dweck, Carol S.; Kamins, Melissa L. – Developmental Psychology, 1999
Two studies had children role-play successful and unsuccessful tasks to test the hypothesis that both criticism and praise that conveyed person or trait judgments could send a message of contingent worth and undermine subsequent coping. Found that 5- to 6-year olds displayed significantly more "helpless" responses after person criticism or praise…
Descriptors: Adult Child Relationship, Coping, Criticism, Helplessness
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Bush, Ellen S.; Dweck, Carol S. – Developmental Psychology, 1976
Peer and adult evaluators were used to examine sex differences in responses of 108 fifth graders to failure feedback. Performance in boys improved with feedback from adult agents but did not change with peer feedback. Performance in girls improved with peer feedback but showed little improvement with adult feedback. (GO)
Descriptors: Academic Failure, Adults, Elementary School Students, Feedback
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Diener, Carol I.; Dweck, Carol S. – Journal of Personality and Social Psychology, 1978
Two studies examined the cognitive-motivational differences between helpless and mastery-oriented children by analyzing the effects of failure feedback on problem solving strategies during testing and identifying semantic differences in children's verbalizations following failure on task. Subjects were fifth graders of both sexes. (CM)
Descriptors: Attribution Theory, Elementary School Students, Failure, Helplessness
Leggett, Ellen L.; Dweck, Carol S. – 1987
Individual differences in same-aged children's reasoning about effort and ability, as well as the consequences of different forms of reasoning in actual achievement situations, were investigated. It was hypothesized that different forms of children's reasoning would be related to different (helpless versus mastery-oriented) motivational patterns.…
Descriptors: Ability, Adolescents, Attribution Theory, Cognitive Development
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Burhans, Karen Klein; Dweck, Carol S. – Child Development, 1995
Reviews a series of studies documenting that key aspects of helpless reactions to failure are present in preschool and early elementary school children. Proposes a preliminary model in which a general conception of self and the notion of this self as an object of contingent worth are sufficient conditions for helplessness. (HTH)
Descriptors: Academic Failure, Developmental Stages, Elementary School Students, Helplessness
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And Others; Dweck, Carol S. – Journal of Personality and Social Psychology, 1980
Two experiments were conducted to examine the role of sex differences in learned helplessness in the generalization of failure experience. Subjects in experiment 1 were fifth graders and subjects in experiment 2 were fourth, fifth, and sixth graders. (MP)
Descriptors: Age Differences, Attribution Theory, Elementary Education, Elementary School Students
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Dweck, Carol S. – Merrill-Palmer Quarterly, 1976
Examines ways in which social cues, in conjunction with a child's history, influence the child's interpretation of and reaction to failure feedback in evaluative settings. It is suggested that the way in which a child reacts to another's behavior is largely dependent upon subtle but powerful social cues within situation. (JH)
Descriptors: Elementary Education, Elementary School Students, Failure, Feedback
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Smiley, Patricia A.; Dweck, Carol S. – Child Development, 1994
Tested on preschoolers a goal-confidence model for older children that predicts achievement behavior during failure. Found that individual differences in achievement goals emerge very early. Children appeared to have developed a mechanism for selecting learning opportunities prior to formal school experience. (AA)
Descriptors: Academic Achievement, Academic Aspiration, Child Development, Goal Orientation
Dweck, Carol S. – 2000
Based on extensive research with children and young adults, this book examines adaptive and maladaptive cognitive-motivational patterns and shows how these patterns originate in people's self theories; their consequences for one's achievement, social relationships, and emotional well-being; their consequences for society; and the experiences that…
Descriptors: Achievement, Child Development, Children, Cognitive Development