GM 3.5 References

Topic Progress:

Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 113-125. Retrieved from

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263. doi: 10.1111/j.1467-8624.2007.00995.x

Claro, S. & Paunesku, D. (2014, September). Mindset gap among SES groups: The case of Chile with census data. Paper session presented at the meeting of the Society for Research on Educational Effectiveness, Washington, DC. Retrieved from

Cohen, G. L., Steele, C. M., & Ross, L. D. (1999). The mentor’s dilemma: Providing critical feedback across the racial divide. Personality and Social Psychology Bulletin, 25(10), 1302-1318. Retrieved from

Dahl, G. B., & Lochner, L. (2012). The impact of family income on child achievement: Evidence from the Earned Income Tax Credit. American Economic Review, 102(5): 1927-56.

Dar-Nimrod, I., & Heine, S. J. (2006). Exposure to scientific theories affects women’s math performance. Science, 314(5798), 435-435. Retrieved from

Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology 19(2), 294-304.

DeWitt, P. (2015, December 6). The problem with having a ‘growth mindset.’ Education Week. Retrieved from

Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.

Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House.

Dweck, C. S. (2007). Boosting achievement with messages that motivate. Education Canada, 47(2), 6-10. Retrieved from

Dweck, C. (2007). Is math a gift? Beliefs that put females at risk.  In S. C. Ceci and W. M. Williams (Eds.),  Why Aren’t More Women in Science? Top Researchers Debate the Evidence. Washington, DC: American Psychological Association (pp. 47–55). Retrieved from

Dweck, C. S. (2008). Mindsets and Math/Science Achievement. Retrieved from

Dweck, C. S. (2010). Even geniuses work hard. Educational Leadership, 68(1), 16-20. Retrieved from

Ferlazzo, L. (2012, October 15). Response: Classroom strategies to foster a growth mindset. Education Week Teacher. Retrieved from

Good, C., Rattan, A., & Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women’s representation in mathematics. Journal of Personality And Social Psychology, 102(4), 700. Retrieved from

Hartman-Hall, H. M. (2002). College students’ willingness to seek help for their learning disabilities. Learning Disability Quarterly, 25(4), 263-274. doi:10.2307/1511357

Hopkins, G. (2004, August 10). How can teachers develop students’ motivation — and success? Education World. Retrieved from

Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of personality and social psychology, 75(1), 33. Retrieved from

Nix, S., Perez-Felkner, L., & Thomas, K. (2015). Perceived Mathematical Ability under Challenge: A Longitudinal Perspective on Sex Segregation among STEM Degree Fields. Frontiers in Psychology, 6(530). Retrieved from

Osterholm, K., Nash, W. R., & Kritsonis, W. A. (2011). Effects of Labeling Students” Learning Disabled”: Emergent Themes in the Research Literature 1970 Through 2000. FOCUS on Colleges, Universities & Schools, 6(1).

Sideridis, G. D. (2003). On the origins of helpless behavior of students with learning disabilities: Avoidance motivation? International Journal of Educational Research, 39(4), 497-517. doi:10.1016/j.ijer.2004.06.011

Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., … & Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143(2), 804. Retrieved from