Self Theories Their Role in Motivation Personality and Development 1st edition by Carol Dweck – Ebook PDF Instant Download/Delivery: 1841690244, 978-1841690247
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ISBN 10: 1841690244
ISBN 13: 978-1841690247
Author: Carol Dweck
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.
Self Theories Their Role in Motivation Personality and Development 1st Table of contents:
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
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