2[2]Meece J L,Blumenfeld P C,Hoyle R H,Hoyle R H.Students' goal orientations and cognitive engagement in classroom activities[J ].Journal of Educational Psychology,1988,80:514-523.
4[4]BempechatJ,LondonP,DweckCS.Children's conceptions of ability in major domains:An interview and experimental study[J ].Child Study Journal,1991,21:11-36.
5[5]Button S,Mathieu J,Zajac D.Goal orientation in organizational behavior research:A conceptual and empirical foundation[J ].Organizational Behavior and Human Decision Processes,1996,67:26-48.
4[1]Dweck C S, Chiu Hong. Implicit theories and their role in judgments and reaction: a world from two perspectives, Psychological Inquiry, 1995, 6: 267~285
5[2]Levy S R , Plaks J E, Dweck C S. Modes of social thought: Implicit theories and social understanding. In: Chaiken S, Trope Y, ed. Dual Process Theories in Social Psychology. NY: Guilford Press, 1999. 179~202
6[3]Mueller C, Dweck C S. Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 1998, 75: 33~52
7[4]Shoda Y, Michel W. Cognitive social approach to dispositional inferences: What if the perceiver is a cognitive social theorist? Personality and Social Psychology Bulletin, 1993, 19: 574~585
8[5]Chiu Hong, Dweck C S. lay dispositionism and implicit theories of personality. Journal of Personality and Social Psychology, 1997, 73: 19~30
9[6]Levy S R., Dweck C S. trait vs. process-centered social judgment. Social cognition, 1998, 16: 151~172
10[7]Dweck C S. Self-theory: Their Role in Motivation, Personality, and Development. Philadelphia, PA, US: Psychology Press, 1999