Self Theories Their Role in Motivation Personality and Development 1st edition by Carol Dweck ISBN‎ 1841690244‎ 978-1841690247

Preface

Introduction

□ The “Meaning System” Approach

□ The Goal of the Book

□ Overview of the Book

Chapter 1 What Promotes Adaptive Motivation? Four Beliefs and Four Truths About Ability, Success, Praise, and Confidence

□ Two Frameworks for Understanding Intelligence and Achievement

The Theory of Fixed Intelligence

The Theory of Malleable Intelligence

□ A Different View of Self-Esteem

Chapter 2 When Failure Undermines and When Failure Motivates: Helpless and Mastery-Oriented Responses

□ The Helpless and Mastery-Oriented Patterns

□ The Helpless Pattern

□ The Mastery-Oriented Pattern

□ Helpless and Mastery-Oriented Responses in the Classroom

□ Some Thoughts About the Two Patterns

□ Note

Chapter 3 Achievement Goals: Looking Smart Versus Learning

□ Goals Create Helpless Versus Mastery-Oriented Responses

□ Goals and Classroom Learning

□ Notes

Chapter 4 Is Intelligence Fixed or Changeable? Students’ Theories About Their Intelligence Foster Their Achievement Goals

□ Do Theories of Intelligence Cause Students’ Goals?

□ Manipulating College Students’ Theories of Intelligence

□ Implicit Theories and the Meaning of Performance Goals

□ Notes

Chapter 5 Theories of Intelligence Predict (and Create) Differences in Achievement

□ Achievement Across a Challenging Transition

□ More About Theories of Intelligence and Achievement in Junior High

□ Theories of Intelligence Across the College Years

□ Narrowing the Achievement Gap by Teaching an Incremental Theory: Reducing Stereotype Threat

□ How Do the Theories of Intelligence Produce Their Effects?

□ Note

Chapter 6 Theories of Intelligence Create High and Low Effort

□ The Meaning of Effort

□ When Do You Feel Smart?

Chapter 7 Implicit Theories and Goals Predict Self-Esteem Loss and Depressive Reactions to Negative Events

□ How Goals Can Contribute to Depression

□ A Word About Self-Esteem and Self-Worth

□ Note

Chapter 8 Why Confidence and Success Are Not Enough

□ Why Confidence is Not the Answer

□ Does Success Build Mastery-Oriented Responses?

The Case of Bright Girls

The Impact of Success Training

□ Notes

Chapter 9 What Is IQ and Does It Matter?

□ What Is an IQ Score?

□ Can We Measure Potential?

□ What Is Intelligence Anyway?

□ Who’s Smarter: Someone Who Works Hard or Someone Who Doesn’t?

Chapter 10 Believing in Fixed Social Traits: Impact on Social Coping

□ Helpless and Mastery-Oriented Patterns in Social Situations

□ Social Goals

□ Theories of Personality

□ Theories Predict Goals in Intimate Relationships

□ Implicit Theories and Their Impact on Actual Relationships

□ Notes

Chapter 11 Judging and Labeling Others: Another Effect of Implicit Theories

□ Judging the Self Versus Judging Others

□ Judging Others’ Intelligence from Their Success and Failures

□ Judging Others’ Personalities and Character from Their Behavior

□ More About Quick Judgments

□ Do Implicit Theories Cause Differences in Judging and Labeling?

□ The Belief that Traits Are Easy to Judge

□ Note

Chapter 12 Belief in the Potential to Change

□ The Belief that Traits Are Innate

□ Young Children’s Views of Heredity and Environment

□ The Potential for Change

□ What Should Happen to a Wrongdoer?

Chapter 13 Holding and Forming Stereotypes

□ Does an Entity Theory Cause Stereotyping?

□ Are Stereotypes Wrong?

Chapter 14 How Does It All Begin? Young Children’s Theories About Goodness and Badness

□ Evidence for Helpless Reactions in Young Children

□ Helplessness and Expectations of Punishment

□ Helpless Responses to Criticism

□ Punishment Expectations

□ Self-Ratings of Badness

□ Young Children’s Theories of Badness

□ Thoughts on Badness

Chapter 15 Kinds of Praise and Criticism: The Origins of Vulnerability

□ Criticism and Helpless Versus Mastery-Oriented Responses

□ Praise and Helpless Versus Mastery-Oriented Responses

□ Contingent Self-Worth

Chapter 16 Praising Intelligence: More Praise that Backfires

□ Implications of Intelligence and Effort Praise: Is Effort Praise Enough?

□ Implications for Encouraging Achievement

Low Achievers

High-Achieving Students

High-Achieving Girls

□ Is Intelligence Praise Always Bad?

Chapter 17 Misconceptions About Self-Esteem and About How to Foster It

□ A Different View of Self-Esteem

□ Implications of the Two Different Views of Self-Esteem

Telling the Truth

□ Attitudes Toward Peers

□ Summary

Chapter 18 Personality, Motivation, Development, and the Self: Theoretical Reflections

□ Theories of Personality and Motivation

Trait Theories

Motive Theories

Biological Theories of Personality

Freudian Theory

Growth-Oriented Personality Theories

Theories About the Self

Social-Cognitive Theory: A “Meaning System” Approach

Attribution Theory, Learned Helplessness, and Learned Optimism

Goal Theories of Personality

□ Implications for Development

□ Implications for Mental Health

Cognitive Theories of Mental Health

Coping Theories of Mental Health

Development and Mental Health

Chapter 19 Final Thoughts on Controversial Issues

□ Can’t Effort Be Carried Too Far?

□ Is Persistence Always Good?

□ Isn’t Some Kind of Confidence Necessary Even In An Incremental Framework?

□ If an Entity Theory is Maladaptive, Why Do So Many People Hold It?

□ Aren’t Performance Goals Necessary in Our Society?

□ Do Learning Goals Have Less Rigorous Standards?

□ Does Everything Need To Be Enjoyable and Enriching?

□ What’s Wrong with Contingent Self-Worth?

□ Isn’t a Lot of Behavior Caused by Our Genes?

□ Isn’t It Naive to Believe that Everyone Has the Potential to Change?

□ A Lifetime of Performance Versus Learning Goals

References

Appendix: Measures of Implicit Theories, Confidence, and Goals

□ Implicit Theory Measures

Self-theories vs. Other-theories

Domain-specific vs. Domain-general Implicit Theories

The Entity and the Incremental Theory Items

References for Reliability and Validity Data

□ Implicit Theories of Intelligence Scale for Children—Self Form

(For Children Age 10 and Older)

□ Theories of Intelligence Scale—Self Form For Adults

□ Implicit Theories of Personality—”Others” Form

(For Children Age 9 and Older)

□ “Kind of Person” Implicit Theory—”Others” Form For Adults

□ Implicit Theories of Others’ Morality (for Adults)

□ Implicit Theory of the World (for Adults)

□ Confidence Measures

□ Confidence in One’s Intelligence

□ Confidence in One’s Personality

□ Confidence in People’s Morality

□ Goal Measures

□ Task-choice Goal Measure

(Suitable for Age 10 and Older)

□ Questionnaire Goal Choice Items

(Suitable for Age 12 and Older)

Index