Hostname: page-component-7479d7b7d-fwgfc Total loading time: 0 Render date: 2024-07-13T22:33:11.146Z Has data issue: false hasContentIssue false
  • English
  • Français

A Growth and Fixed Mindset Exposition of the Value of Conceptual Clarity

Published online by Cambridge University Press:  07 January 2015

Don Vandewalle
Don Vandewalle*
Affiliation:
Southern Methodist University
*
E-mail: dvande@cox.smu.edu, Address: Management and Organizations Department, Cox School of Business, Southern Methodist University, PO Box 750333, Dallas, TX 75275-0333
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 5 , Issue 3 , September 2012 , pp. 301 - 305
Copyright
Copyright © Society for Industrial and Organizational Psychology 2012 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Chiu, C., Hong, Y., & Dweck, C. S. (1997). Lay dispositionism and implicit theories of personality. Journal of Personality and Social Psychology, 73, 19–30. 10.1037/0022-3514.73.1.19Google Scholar
Connolly, J. J. (2001). Assessing the construct validity of a measure of learning agility. Dissertation Abstracts International, 62.Google Scholar
De Meuse, K. P., Guangrong, D., & Hallenbeck, G. S. (2010). Learning agility: A construct whose time has come. Consulting Psychology Journal, 62, 119–130. 10.1037/a0019988Google Scholar
DeRue, D. S., Ashford, S. J., & Myers, C. G. (2012). Learning agility: In search of conceptual clarity and theoretical grounding. Industrial and Organizational Psychology: Perspectives on Science and Practice, 5, 258–279.10.1111/j.1754-9434.2012.01444.xGoogle Scholar
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. New York, NY: Psychology Press. Google Scholar
Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House. Google Scholar
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273. 10.1037/0033-295X.95.2.256Google Scholar
Erdley, C. A., & Dweck, C. S. (1993). Children's implicit personality theories as predictors of their social judgments. Child Development, 64, 863–878. 10.2307/1131223Google Scholar
Heslin, P. A., Latham, G. P., & Vandewalle, D. (2005). The effect of implicit person theory on performance appraisals. Journal of Applied Psychology, 90, 842–856. 10.1037/0021-9010.90.5.842Google Scholar
Heslin, P. A., & Vandewalle, D. (2005, April). Feedback interventions and feedback seeking: Implications for self-regulation. Paper presented at the 20th Annual Conference of the Society for Industrial and Organizational Psychology, Los Angeles, CA.Google Scholar
Hong, Y., Chiu, C., Dweck, C. S., & Sacks, R. (1997). Implicit theories and evaluative processes in person cognition. Journal of Experimental Social Psychology, 33, 296–323. 10.1006/jesp.1996.1324Google Scholar
Kray, L. J., & Haselhuhn, M. P. (2007). Implicit negotiation beliefs and performance: Experimental and longitudinal evidence. Journal of Personality and Social Psychology, 93, 49–64. 10.1037/0022-3514.93.1.49Google Scholar
Kray, L. J., & Haselhuhn, M. P. (2008). What it takes to succeed: An examination of the relationship between negotiators' implicit beliefs and performance. In Forsyth, D., Goethals, A., & Hoyt, C. (Eds.), Social psychology and leadership. West Port, CT: Praeger. Google Scholar
Moser, J. S., Schroder, H. S., Heeter, C., Moran, T. P., & Lee, Y. (2011). Mind your errors: Evidence for a neural mechanism linking growth mind-set to adaptive posterior adjustments. Psychological Science, 22, 1484–1489. 10.1177/0956797611419520Google Scholar
Plaks, J. E., Stroessner, S. J., Dweck, C. S., & Sherman, J. W. (2001). Person theories and attention allocation: Preferences for sterotypic versus counterstereotypic information. Journal of Personality and Social Psychology, 80, 876–889. 10.1037/0022-3514.80.6.876Google Scholar
Vandewalle, D. (2001). Goal orientation: Why wanting to look successful doesn't always lead to success. Organizational Dynamics, 30, 162–171. 10.1016/S0090-2616(01)00050-XGoogle Scholar