[
1. *Adamsone, I., Gudakovska, N., & Svence, G., (2020), Implicit theories of intelligence and academic achievement: Review of two studies in Latvia. „Problems of Psychology in the 21st Century”, 14(1), 7-17
]Search in Google Scholar
[
2. Alesi, M., Bianco, A., Luppina, G., Palma, A., & Pepi, A., (2016), Improving Children’s Coordinative Skills and Executive Functions: The Effects of a Football Exercise Program. „Perceptual and motor skills”, 122(1), 27-46
]Search in Google Scholar
[
3. Alvarado, O. & Rodríguez, R, & Gaytán, A., (2019), Do Mindsets Shape Students’ Well-Being and Performance?. „The Journal of psychology”, 153(8), 843-859
]Search in Google Scholar
[
4. Bempechat, J., London, P., & Dweck, C. S., (1991), Children’s conceptions of ability in major domains: An interview and experimental study. „Child Study Journal”, 21(1), 11-36
]Search in Google Scholar
[
5. *Blackwell, L. S., Trzesniewski, K. H., and Dweck, C. S., (2007), Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. „Child Dev”. 78, 246-26310.1111/j.1467-8624.2007.00995.x
]Search in Google Scholar
[
6. Bostwick, K. C. P., & Becker-Blease, K. A., (2018), Quick, Easy Mindset Intervention Can Boost Academic Achievement in Large Introductory Psychology Classes. „Psychology Learning & Teaching”, 17(2), 177-193
]Search in Google Scholar
[
7. *Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J., (2013), Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. „Psychological Bulletin”, 139(3), 655-701
]Search in Google Scholar
[
8. Burnette, J. L., Russell, M. V., Hoyt, C. L., Orvidas, K., & Widman, L., (2018), An online growth mindset intervention in a sample of rural adolescent girls. „The British journal of educational psychology”, 88(3), 428-445
]Search in Google Scholar
[
9. Carver, C. S., & Scheier, M. F., (1998), On the self-regulation of behavior. Cambridge University Press10.1017/CBO9781139174794
]Search in Google Scholar
[
10. Chiu, C., Hong, Y., Dweck, C. S., (1997), Lay dispositionism and implicit theories of personality. „Journal of Personality and Social Psychology”, 73, 19-3010.1037/0022-3514.73.1.19
]Search in Google Scholar
[
11. *Chen, J., (2012), Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach. „Learning and Individual Differences”, 22, 724-73510.1016/j.lindif.2012.07.013
]Search in Google Scholar
[
12. Chen, J., & Usher, E.L., (2013), Profiles of the Sources of Science Self-Efficacy. „Learning and Individual Differences”, 24, 11-2110.1016/j.lindif.2012.11.002
]Search in Google Scholar
[
13. Collie, R.J, & Martin, A.J., (2016), Adaptability: An important capacity for effective teachers. „Educational Practice and Theory”, 38(1), 27-39
]Search in Google Scholar
[
14. *Costa, A., & Faria, L., (2018), Implicit theories of intelligence and academic achievement: A meta-analytic review. „Frontiers in Psychology”, 9, Article 829
]Search in Google Scholar
[
15. *Claro, S., Paunesku, D., and Dweck, C. S., (2016), Growth mindset tempers the effects of poverty on academic achievement. „Proc. Natl. Acad. Sci. U.S.A.”, 113, 8664-8668
]Search in Google Scholar
[
16. Da Fonseca, D., Cury, F., Bailly, D., & Rufo, M., (2004), Rôle des théories implicites de l’intelligence chez les élèves en situation d’apprentissage [Role of the implicit theories of intelligence in learning situations]. „L’Encephale”, 30(5), 456-463
]Search in Google Scholar
[
17. Davis, J., Burnette, J., Allison, S., and Stone, H., (2011), Against the odds: academic underdogs benefit from incremental theories. „Soc. Psychol. Educ. 14, 331-346
]Search in Google Scholar
[
18. *De Castella, K., Byrne, D., (2015), My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement. „Eur J Psychol Educ”, 30, 245-26710.1007/s10212-015-0244-y
]Search in Google Scholar
[
19. *Destin, M., Hanselman, P., Buontempo, J., Tipton, E., & Yeager, D. S., (2019), Do Student Mindsets Differ by Socioeconomic Status and Explain Disparities in Academic Achievement in the United States?. „AERA open”, 5(3)10.1177/2332858419857706
]Search in Google Scholar
[
20. *Diaconu-Gherasim, L. R., Tepordei, A.-M., Mairean, C., & Rusu, A., (2019), Intelligence beliefs, goal orientations and children’s academic achievement: Does the children’s gender matter?. „Educational Studies”, 45(1), 95-112
]Search in Google Scholar
[
21. *Diseth, Å., Meland, E., & Breidablik, H. J., (2014), Self-beliefs among students: Grade level and gender differences in self-esteem, self-efficacy and implicit theories of intelligence. „Learning and Individual Differences”, 35, 1-810.1016/j.lindif.2014.06.003
]Search in Google Scholar
[
22. Dweck, C. S., (2006), Mindset: The new psychology of success. New York, NY: Random House.
]Search in Google Scholar
[
23. Dweck, C. S. (2017). From needs to goals and representations: Foundations for a unified theory of motivation, personality, and development. „Psychological Review”, 124(6), 689-71910.1037/rev0000082
]Search in Google Scholar
[
24. Dweck, C. S., (2008), Can Personality Be Changed? The Role of Beliefs in Personality and Change. „Current Directions in Psychological Science”, 17(6), 391-394
]Search in Google Scholar
[
25. Dweck, C. S., Leggett, E. L., (1988), A social-cognitive approach to motivation and personality. „Psychological Review”, 95, 256-27310.1037/0033-295X.95.2.256
]Search in Google Scholar
[
26. Dweck, C. S., (2017), From needs to goals and representations: Foundations for a unified theory of motivation, personality, and development. „Psychological Review”, 124, 689-71910.1037/rev0000082
]Search in Google Scholar
[
27. Dweck, C. S., & Yeager, D. S., (2019), Mindsets: A View From Two Eras. „Perspectives on Psychological Science”, 14(3), 481-496
]Search in Google Scholar
[
28. Eliot, L., (1999), What’s going on in there?: How the brain and mind develop in the first five years of life. Bantam Books
]Search in Google Scholar
[
29. Elliott, E. S., Dweck, C. S., (1988), Goals: An approach to motivation and achievement. „Journal of Personality and Social Psychology”, 54, 5-1210.1037/0022-3514.54.1.5
]Search in Google Scholar
[
30. Elliot, A. J., & McGregor, H. A., (2001), A 2× 2 achievement goal framework. „Journal of Personality and Social Psychology”, 80(3), 501-519
]Search in Google Scholar
[
31. Haimovitz, K., Dweck, C. S., (2017), The origins of children’s growth and fixed mindsets: New research and a new proposal. „Child Development”, 88, 1849-185910.1111/cdev.12955
]Search in Google Scholar
[
32. Hong, Y., Chiu, C., Dweck, C. S., Lin, D. M.-S., & Wan, W., (1999), Implicit theories, attributions, and coping: A meaning system approach. „Journal of Personality and Social Psychology”, 77(3), 588-599
]Search in Google Scholar
[
33. *Jiang, S., Liu, R. D., Ding, Y., Fu, X., Sun, Y., Jiang, R., & Hong, W., (2020), Implicit Theories and Engagement in Math Among Chinese Adolescent Students: A Moderated Mediation Model of Intrinsic Value and Academic Self-Efficacy. „Frontiers in psychology”, 11, 1325
]Search in Google Scholar
[
34. King, R. B., & McInerney, D. M., (2014), The work avoidance goal construct: Examining its structure, antecedents, and consequences. Contemporary Educational Psychology”, 39(1), 42-58
]Search in Google Scholar
[
35. *Kornilova, T. V., Kornilov, S. A., & Chumakova, M. A., (2009), Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population. „Learning and Individual Differences”, 19(4), 596-608
]Search in Google Scholar
[
36. *Li, P., Zhou, N., Zhang, Y., Xiong, Q., Nie, R., & Fang, X., (2017), Incremental theory of intelligence moderated the relationship between prior achievement and school engagement in Chinese high school students. „Frontiers in Psychology”, 8, Article 1703
]Search in Google Scholar
[
37. *Liu W. C., (2021), Implicit Theories of Intelligence and Achievement Goals: A Look at Students’ Intrinsic Motivation and Achievement in Mathematics. „Frontiers in Psychology”. 12:593715
]Search in Google Scholar
[
38. *Magno, C., (2012), Implicit Theories of Intelligence, Achievement Goal Orientation, and Academic Achievement of Engineering Students. „The International Journal of Research and Review”, Vol. 9, 2012, Avaible at SSRN: https://ssrn.com/abstract=2287210
]Search in Google Scholar
[
39. Marksteiner T, Nishen A., K. & Dickhäuser, O.,(2021), Students’ Perception of Teachers’ Reference Norm Orientation and Cheating in the Classroom. „Front. Psychol”. 12:614199
]Search in Google Scholar
[
40. Miele, D. B., & Molden, D. C., (2010), Naive theories of intelligence and the role of processing fluency in perceived comprehension. „Journal of Experimental Psychology: General”, 139(3), 535-557
]Search in Google Scholar
[
41. Molden, D. C., Dweck, C. S., (2006), Finding “meaning” in psychology: A lay theories approach to self-regulation, social perception, and social development. „American Psychologist”, 61, 192-20310.1037/0003-066X.61.3.192
]Search in Google Scholar
[
42. Murphy, M. C., & Dweck, C. S., (2010), A culture of genius: how an organization’s lay theory shapes people’s cognition, affect, and behavior. „Personality & social psychology bulletinv”, 36(3), 283-296
]Search in Google Scholar
[
43. Müllensiefen, D., Harrison, P., Caprini, F. & Fancourt, A., (2015), Investigating the importance of self-theories of intelligence and musicality for students’ academic and musical achievement. „Front. Psychol.”. 6:1702
]Search in Google Scholar
[
44. Rattan, A., Good, C., & Dweck, C. S., (2012), „It’s ok -Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. „Journal of Experimental Social Psychology”, 48(3), 731-737
]Search in Google Scholar
[
45. *Rickert, N. P., Meras, I. L., & Witkow, M. R., (2014), Theories of intelligence and students’ daily self-handicapping behaviors. „Learning and Individual Differences”, 36,1-810.1016/j.lindif.2014.08.002
]Search in Google Scholar
[
46. Rissanen, I., Kuusisto, E., Tuominen, M., & Tirri, K., (2019), In search of a growth mindset pedagogy: A case study of one teacher’s classroom practices in a Finnish elementary school. „Teaching and Teacher Education ”, 77, 204-21310.1016/j.tate.2018.10.002
]Search in Google Scholar
[
47. Robins, R. W., & Pals, J. L., (2002), Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. „Self and Identity”, 1(4), 313-336
]Search in Google Scholar
[
48. *Romero, C., Master, A., Paunesku, D., Dweck, C. S., & Gross, J. J., (2014), Academic and Emotional Functioning in Middle School: The Role of Implicit Theories. Emotion. „Advance online publication”10.1037/a0035490
]Search in Google Scholar
[
49. *Tarbetsky, A. L., Collie, R. J., & Martin, A. J., (2016), The role of implicit theories of intelligence and ability in predicting achievement for indigenous (Aboriginal) Australian students. „Contemporary Educational Psychology”, 47, 61-7110.1016/j.cedpsych.2016.01.002
]Search in Google Scholar
[
50. Todor, I., (2014), Investigating „The old stereotype” about boys/girls and mathematics: Gender differences in implicit theory of intelligence and mathematics self-efficacy beliefs. „Procedia-Social and Behavioral Sciences”, 159, 319-32310.1016/j.sbspro.2014.12.380
]Search in Google Scholar
[
51. *Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N., (2018), To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses. „Psychological Science”, 29(4), 549–571
]Search in Google Scholar
[
52. *Su, A., Wan, S., He, W., & Dong, L., (2021), Effect of Intelligence Mindsets on Math Achievement for Chinese Primary School Students: Math Self-Efficacy and Failure Beliefs as Mediators. „Frontiers in psychology”, 12, 640349
]Search in Google Scholar
[
53. Yeager, D., S. & Dweck, C., S., (2012), Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed, „Educational Psychologist”, 47:4, 302-31410.1080/00461520.2012.722805
]Search in Google Scholar
[
54. *Wang, D., Yuan, F. & Wang, Y., (2020), Growth mindset and academic achievement in Chinese adolescents: A moderated mediation model of reasoning ability and self-affirmation. „Current Psychology”, 1-10
]Search in Google Scholar
