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- Publisher
- American Psychological Association
- Copyright
- Copyright © 1986 American Psychological Association
- ISSN
- 0003-066x
- eISSN
- 1935-990X
- DOI
- 10.1037/0003-066X.41.10.1040
- Publisher site
- See Article on Publisher Site
Abstract
Motivational processes influence a child's acquisition, transfer, and use of knowledge and skills, yet educationally relevant conceptions of motivation have been elusive. Using recent research within the social-cognitive framework, Dweck describes adaptive and maladaptive motivational patterns and presents a research-based model of motivational processes. This model shows how the particular goals children pursue on cognitive tasks shape their reactions to success and failure and influence the quality of their cognitive performance. Dweck argues that this approach has important implications for practice and the design of interventions to change maladaptive motivational processes. She presents a compelling proposal for explaining motivational influences on gender differences in mathematics achievement and observes that empirically based interventions may prevent current achievement discrepancies.—The Editors
Journal
American Psychologist – American Psychological Association
Published: Oct 1, 1986