Journal Article Detail Page
written by
Lisa S. Blackwell, Kali H. Trzesniewski, and Carol Dweck
Two studies explored the role of implicit theories of intelligence in adolescents' mathematics achievement. In Study 1 with 373 7th graders, the belief that intelligence is malleable (incremental theory) predicted an upward trajectory in grades over the two years of junior high school, while a belief that intelligence is fixed (entity theory) predicted a flat trajectory. A mediational model including learning goals, positive beliefs about effort, and causal attributions and strategies was tested. In Study 2, an intervention teaching an incremental theory to 7th graders (N=48) promoted positive change in classroom motivation, compared with a control group (N=43). Simultaneously, students in the control group displayed a continuing downward trajectory in grades, while this decline was reversed for students in the experimental group.
Child Development: Volume 78, Issue 1, Pages 246-263
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=16102">Blackwell, L, K. Trzesniewski, and C. Dweck. "Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention." Child Dev. 78, no. 1, (January 1, 2007): 246-263.</a>
AIP Format
L. Blackwell, K. Trzesniewski, and C. Dweck, , Child Dev 78 (1), 246 (2007), WWW Document, (http://www.jstor.org/stable/4139223).
AJP/PRST-PER
L. Blackwell, K. Trzesniewski, and C. Dweck, Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention, Child Dev 78 (1), 246 (2007), <http://www.jstor.org/stable/4139223>.
APA Format
Blackwell, L., Trzesniewski, K., & Dweck, C. (2007, January 1). Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Dev, 78(1), 246-263. Retrieved December 5, 2024, from http://www.jstor.org/stable/4139223
Chicago Format
Blackwell, L, K. Trzesniewski, and C. Dweck. "Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention." Child Dev. 78, no. 1, (January 1, 2007): 246-263, http://www.jstor.org/stable/4139223 (accessed 5 December 2024).
MLA Format
Blackwell, Lisa S., Kali H. Trzesniewski, and Carol Dweck. "Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention." Child Dev 78.1 (2007): 246-263. 5 Dec. 2024 <http://www.jstor.org/stable/4139223>.
BibTeX Export Format
@article{
Author = "Lisa S. Blackwell and Kali H. Trzesniewski and Carol Dweck",
Title = {Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention},
Journal = {Child Dev},
Volume = {78},
Number = {1},
Pages = {246-263},
Month = {January},
Year = {2007}
}
Refer Export Format
%A Lisa S. Blackwell %A Kali H. Trzesniewski %A Carol Dweck %T Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention %J Child Dev %V 78 %N 1 %D January 1, 2007 %P 246-263 %U http://www.jstor.org/stable/4139223 %O text/html
EndNote Export Format
%0 Journal Article %A Blackwell, Lisa S. %A Trzesniewski, Kali H. %A Dweck, Carol %D January 1, 2007 %T Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention %J Child Dev %V 78 %N 1 %P 246-263 %8 January 1, 2007 %U http://www.jstor.org/stable/4139223 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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