Self-theories : their role in motivation, personality, and development / Carol S. Dweck.
By: Dweck, Carol S.
Material type: BookSeries: Essays in social psychologyedited by Miles Hewstone.Publisher: Philadelphia, PA ; Sussex : Psychology Press, 1999Description: xiii, 195 p. : ill. ; 24 cm. + pbk.ISBN: 1841690244.Subject(s): Self psychology | Achievement motivation | Intellect | Self-esteemDDC classification: 155.2Item type | Current library | Call number | Copy number | Status | Date due | Barcode | Item holds |
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General Lending | MTU Bishopstown Library Lending | 155.2 (Browse shelf(Opens below)) | 1 | Available | 00085480 | ||
General Lending | MTU Bishopstown Library Lending | 155.2 (Browse shelf(Opens below)) | 1 | Available | 00085479 | ||
General Lending | MTU Cork School of Music Library Lending | 155.2 (Browse shelf(Opens below)) | 1 | Available | 00150165 |
Enhanced descriptions from Syndetics:
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.
Includes bibliographical references (pages 157-173) and index.
What promotes adaptive motivation? Four beliefs and four truths about ability, success, praise and confidence -- When failure undermines and when failure motivates: helpless and mastery-oriented responses -- Achievement goals: looking smart versus learning -- Is intelligence fixed or changeable? students' theories about their intelligence foster their achievement goals -- Theories of intelligence predict (and create) differences in achievement -- Theories of intelligence create high and low effort -- Implicit theories and goals predict self-esteem loss and depressive reactions to negative events -- Why confidence and success are not enough -- What is IQ and does it matter? -- Believing in fixed social traits: impact on social coping -- Judging and labeling others: another effect of implicit theories -- Belief in the potential to change -- Holding and forming stereotypes -- How does it all begin? young children's theories about goodness and badness -- Kinds of praise and criticism: the origins of vulnerability -- Praising intelligence: more praise that backfires -- Misconceptions about self-esteem and about how to foster it -- Personality, motivation, development and the self: theoretical reflections -- Final thoughts on controversial issues.
Table of contents provided by Syndetics
- Introduction
- The Assessment and Rehabilitation of Memory Disorders
- The Assessment and Rehabilitation of Executive Disorders
- The Assessment and Rehabilitation of Attention Disorders
- The Assessment and Rehabilitation of Visual-Spatial Disorders
- The Assessment and Rehabilitation of Language Disorders
- National and Community Resources for Neuropsychological Disorders