{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,2]],"date-time":"2026-04-02T18:21:14Z","timestamp":1775154074030,"version":"3.50.1"},"reference-count":61,"publisher":"Springer Science and Business Media LLC","issue":"1","license":[{"start":{"date-parts":[[2022,11,21]],"date-time":"2022-11-21T00:00:00Z","timestamp":1668988800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.springernature.com\/gp\/researchers\/text-and-data-mining"},{"start":{"date-parts":[[2022,11,21]],"date-time":"2022-11-21T00:00:00Z","timestamp":1668988800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.springernature.com\/gp\/researchers\/text-and-data-mining"}],"funder":[{"DOI":"10.13039\/501100001871","name":"funda\u00e7\u00e3o para a ci\u00eancia e a tecnologia","doi-asserted-by":"publisher","award":["SFRH\/BPD\/117479\/2016"],"award-info":[{"award-number":["SFRH\/BPD\/117479\/2016"]}],"id":[{"id":"10.13039\/501100001871","id-type":"DOI","asserted-by":"publisher"}]},{"name":"center for psychology at university of porto","award":["UIDB\/00050\/2020"],"award-info":[{"award-number":["UIDB\/00050\/2020"]}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Soc Psychol Educ"],"published-print":{"date-parts":[[2023,2]]},"DOI":"10.1007\/s11218-022-09695-6","type":"journal-article","created":{"date-parts":[[2022,11,22]],"date-time":"2022-11-22T23:04:40Z","timestamp":1669158280000},"page":"191-209","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":9,"title":["Trajectories of implicit theories of intelligence and emotional intelligence in secondary school"],"prefix":"10.1007","volume":"26","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-5225-3059","authenticated-orcid":false,"given":"Ana","family":"Costa","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3225-6233","authenticated-orcid":false,"given":"Lu\u00edsa","family":"Faria","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2022,11,21]]},"reference":[{"key":"9695_CR1","doi-asserted-by":"publisher","first-page":"299","DOI":"10.1007\/s10648-011-9152-0","volume":"23","author":"AD Benner","year":"2011","unstructured":"Benner, A. D. (2011). The transition to high school: Current knowledge, future directions. Educational Psychology Review, 23(3), 299\u2013328. https:\/\/doi.org\/10.1007\/s10648-011-9152-0","journal-title":"Educational Psychology Review"},{"key":"9695_CR2","doi-asserted-by":"publisher","first-page":"356","DOI":"10.1111\/j.1467-8624.2009.01265.x","volume":"80","author":"AD Benner","year":"2009","unstructured":"Benner, A. D., & Graham, S. (2009). The transition to high school as a developmental process among multiethnic urban youth. Child Development, 80(2), 356\u2013376. https:\/\/doi.org\/10.1111\/j.1467-8624.2009.01265.x","journal-title":"Child Development"},{"key":"9695_CR3","doi-asserted-by":"publisher","first-page":"246","DOI":"10.1111\/j.1467-8624.2007.00995.x","volume":"78","author":"LS Blackwell","year":"2007","unstructured":"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\u2013263. https:\/\/doi.org\/10.1111\/j.1467-8624.2007.00995.x","journal-title":"Child Development"},{"key":"9695_CR4","doi-asserted-by":"publisher","first-page":"721","DOI":"10.1016\/j.jesp.2011.12.020","volume":"48","author":"JL Burnette","year":"2012","unstructured":"Burnette, J. L., & Finkel, E. J. (2012). Buffering against weight gain following dieting setbacks: An implicit theory intervention. Journal of Experimental Social Psychology, 48(3), 721\u2013725. https:\/\/doi.org\/10.1016\/j.jesp.2011.12.020","journal-title":"Journal of Experimental Social Psychology"},{"key":"9695_CR5","doi-asserted-by":"publisher","first-page":"655","DOI":"10.1037\/a0029531","volume":"139","author":"JL Burnette","year":"2013","unstructured":"Burnette, J. L., O\u2019Boyle, 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\u2013701. https:\/\/doi.org\/10.1037\/a0029531","journal-title":"Psychological Bulletin"},{"key":"9695_CR6","doi-asserted-by":"publisher","first-page":"46","DOI":"10.1002\/jls.20138","volume":"3","author":"JL Burnette","year":"2010","unstructured":"Burnette, J. L., Pollack, J. M., & Hoyt, C. L. (2010). Individual differences in implicit theories of leadership ability and expectations: Predicting responses to stereotype threat. Journal of Leadership Studies, 3(4), 46\u201356. https:\/\/doi.org\/10.1002\/jls.20138","journal-title":"Journal of Leadership Studies"},{"issue":"700","key":"9695_CR7","doi-asserted-by":"publisher","first-page":"1","DOI":"10.3389\/fpsyg.2015.00700","volume":"6","author":"R Cabello","year":"2015","unstructured":"Cabello, R., & Fern\u00e1ndez-Berrocal, P. (2015). Implicit theories and ability emotional intelligence. Frontiers in Psychology, 6(700), 1\u20138. https:\/\/doi.org\/10.3389\/fpsyg.2015.00700","journal-title":"Frontiers in Psychology"},{"key":"9695_CR8","doi-asserted-by":"publisher","first-page":"541","DOI":"10.1037\/\/0022-3514.54.4.541","volume":"54","author":"WF Chaplin","year":"1988","unstructured":"Chaplin, W. F., John, O. P., & Goldberg, L. R. (1988). Conceptions of states and traits: Dimensional attributes with ideals as prototypes. Journal of Personality and Social Psychology, 54(4), 541\u2013557. https:\/\/doi.org\/10.1037\/\/0022-3514.54.4.541","journal-title":"Journal of Personality and Social Psychology"},{"issue":"1","key":"9695_CR9","doi-asserted-by":"publisher","first-page":"19","DOI":"10.1037\/0022-3514.73.1.19","volume":"73","author":"C Chiu","year":"1997","unstructured":"Chiu, C., Hong, Y., & Dweck, C. S. (1997). Lay dispositionism and implicit theories of personality. Journal of Personality and Social Psychology, 73(1), 19\u201330. https:\/\/doi.org\/10.1037\/0022-3514.73.1.19","journal-title":"Journal of Personality and Social Psychology"},{"key":"9695_CR10","doi-asserted-by":"publisher","unstructured":"Costa, A., & Faria, L. (2018). Implicit theories of intelligence and academic achievement: A meta-analytic review. Frontiers in Psychology, 9(829), https:\/\/doi.org\/10.3389\/fpsyg.2018.00829","DOI":"10.3389\/fpsyg.2018.00829"},{"key":"9695_CR11","doi-asserted-by":"publisher","unstructured":"Costa, A., & Faria, L. (2020a). Development and validation of the Implicit Theories of Emotional Intelligence Scale (ITEI) in academic context. Revista Iberoamericana de Diagn\u00f3stico y Evaluaci\u00f3n \u2013 e Avalia\u00e7\u00e3o Psicol\u00f3gica, 54(1), 57\u201368. https:\/\/doi.org\/10.21865\/RIDEP54.1.05","DOI":"10.21865\/RIDEP54.1.05"},{"key":"9695_CR12","doi-asserted-by":"publisher","first-page":"43","DOI":"10.31820\/pt.29.1.3","volume":"29","author":"A Costa","year":"2020","unstructured":"Costa, A., & Faria, L. (2020b). Implicit theories of emotional intelligence, ability and trait-emotional intelligence and academic achievement. Psychological Topics, 29(1), 43\u201361. https:\/\/doi.org\/10.31820\/pt.29.1.3","journal-title":"Psychological Topics"},{"issue":"31","key":"9695_CR13","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1017\/sjp.2016.33","volume":"19","author":"A Costa","year":"2016","unstructured":"Costa, A., Faria, L., & Tak\u0161ic, V. (2016). Cross-cultural invariance of Emotional Skills and Competence Questionnaire between Portugal and Croatia. The Spanish Journal of Psychology, 19(31), 1\u201312. https:\/\/doi.org\/10.1017\/sjp.2016.33","journal-title":"The Spanish Journal of Psychology"},{"key":"9695_CR14","first-page":"1","volume-title":"Negotiating adolescence in times of social change","author":"LJ Crockett","year":"2000","unstructured":"Crockett, L. J., & Silbereisen, R. K. (2000). Social change and adolescent development: Issues and challenges. In L. J. Crockett, & R. K. Silbereisen (Eds.), Negotiating adolescence in times of social change (pp. 1\u201313). Cambridge University Press"},{"key":"9695_CR15","doi-asserted-by":"publisher","first-page":"233","DOI":"10.1016\/j.cedpsych.2014.06.003","volume":"39","author":"T Dai","year":"2014","unstructured":"Dai, T., & Cromley, J. G. (2014). Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach. Contemporary Educational Psychology, 39(3), 233\u2013247. https:\/\/doi.org\/10.1016\/j.cedpsych.2014.06.003","journal-title":"Contemporary Educational Psychology"},{"key":"9695_CR61","unstructured":"Denham, S., Bassett, H., Kalb, S. C., Mincic, M., Wyatt, T., Graling, K., & Warren, H. K. (2009). How reschoolers\u2019 social and emotional competence predicts their school-readiness: development of competency-based assessments. Advances in SEL Research Newsletter, 3(1), 11-13."},{"key":"9695_CR16","volume-title":"Disciplinas escolhidas e conclu\u00eddas pelos alunos diplomados nos cursos cient\u00edfico-human\u00edsticos, 2016\/17 [Subjects chosen and completed by graduate students in scientific-humanistic courses, 2016\/17]","author":"Dire\u00e7\u00e3o-Geral de Estat\u00edsticas da Educa\u00e7\u00e3o e Ci\u00eancia (DGEEC)","year":"2018","unstructured":"Dire\u00e7\u00e3o-Geral de Estat\u00edsticas da Educa\u00e7\u00e3o e Ci\u00eancia (DGEEC). (2018). Disciplinas escolhidas e conclu\u00eddas pelos alunos diplomados nos cursos cient\u00edfico-human\u00edsticos, 2016\/17 [Subjects chosen and completed by graduate students in scientific-humanistic courses, 2016\/17]. DGEEC"},{"key":"9695_CR17","volume-title":"An introduction to latent variable growth curve modeling: Concepts, issues, and applications","author":"TE Duncan","year":"2006","unstructured":"Duncan, T. E., Duncan, S. C., & Strycker, L. A. (2006). An introduction to latent variable growth curve modeling: Concepts, issues, and applications (2nd ed.). Lawrence Erlbaum","edition":"2"},{"key":"9695_CR18","doi-asserted-by":"publisher","first-page":"1040","DOI":"10.1037\/0003-066X.41.10.1040","volume":"41","author":"CS Dweck","year":"1986","unstructured":"Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040\u20131048. https:\/\/doi.org\/10.1037\/0003-066X.41.10.1040","journal-title":"American Psychologist"},{"key":"9695_CR19","volume-title":"Self-Theories: Their role in motivation, personality, and development","author":"CS Dweck","year":"1999","unstructured":"Dweck, C. S. (1999). Self-Theories: Their role in motivation, personality, and development. Psychology Press"},{"key":"9695_CR20","volume-title":"Why aren\u2019t more women in science? Top researchers debate the evidence","author":"CS Dweck","year":"2006","unstructured":"Dweck, C. S. (2006). Is math a gift? Beliefs that put females at risk. In S. J. Ceci, & W. M. Williams (Eds.), Why aren\u2019t more women in science? Top researchers debate the evidence. American Psychological Association"},{"key":"9695_CR21","doi-asserted-by":"publisher","first-page":"43","DOI":"10.4135\/9781446249222.n28","volume-title":"The handbook of theories of social psychology","author":"CS Dweck","year":"2012","unstructured":"Dweck, C. S. (2012). Implicit theories. In Van P. Lange, A. Kruglanski, & T. Higgins (Eds.), The handbook of theories of social psychology (pp. 43\u201362). SAGE Publications Ltd"},{"key":"9695_CR22","doi-asserted-by":"publisher","first-page":"256","DOI":"10.1037\/0033-295X.95.2.256","volume":"95","author":"CS Dweck","year":"1988","unstructured":"Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256\u2013273. https:\/\/doi.org\/10.1037\/0033-295X.95.2.256","journal-title":"Psychological Review"},{"key":"9695_CR23","volume-title":"The handbook of competence and motivation","author":"CS Dweck","year":"2005","unstructured":"Dweck, C. S., & Molden, D. C. (2005). Self-theories: Their impact on competence motivation and acquisition. In A. Elliot, & C. S. Dweck (Eds.), The handbook of competence and motivation. Guilford"},{"key":"9695_CR24","doi-asserted-by":"publisher","first-page":"322","DOI":"10.1207\/s15327965pli0604_12","volume":"6","author":"CS Dweck","year":"1995","unstructured":"Dweck, C. S., Chiu, C. Y., & Hong, Y. Y. (1995). Implicit theories: Elaboration and extension of the model. Psychological Inquiry, 6(4), 322\u2013333. https:\/\/doi.org\/10.1207\/s15327965pli0604_12","journal-title":"Psychological Inquiry"},{"key":"9695_CR25","doi-asserted-by":"publisher","first-page":"644","DOI":"10.1177\/0146167293195015","volume":"19","author":"CS Dweck","year":"1993","unstructured":"Dweck, C. S., Hong, Y., & Chiu, C. (1993). Implicit theories: Individual differences in the likelihood and meaning of dispositional inference. Personality and Social Psychology Bulletin, 19(5), 644\u2013656. https:\/\/doi.org\/10.1177\/0146167293195015","journal-title":"Personality and Social Psychology Bulletin"},{"key":"9695_CR26","doi-asserted-by":"publisher","first-page":"90","DOI":"10.1037\/0003-066X.48.2.90","volume":"48","author":"JS Eccles","year":"1993","unstructured":"Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Iver, M., D (1993). Development during adolescence: The impact of stage-environment fit on young adolescents\u2019 experiences in schools and in families. In J. M. Notterman (Ed.),\u00a0The evolution of psychology: Fifty years of the American Psychologist (pp. 475\u2013501). American Psychological Association.","journal-title":"American Psychologist"},{"key":"9695_CR27","volume-title":"Avalia\u00e7\u00e3o psicol\u00f3gica \u2013 Instrumentos validados para a popula\u00e7\u00e3o portuguesa - Volume I","author":"L Faria","year":"2006","unstructured":"Faria, L. (2006). Escala de Concep\u00e7\u00f5es Pessoais de Intelig\u00eancia (E.C.P.I.) [Personal Conceptions of Intelligence Scale]. In M. M. Gon\u00e7alves, M. R. Sim\u00f5es, L. S. Almeida, & C. Machado (Eds.), Avalia\u00e7\u00e3o psicol\u00f3gica \u2013 Instrumentos validados para a popula\u00e7\u00e3o portuguesa - Volume I.\u00a0[Psychological assessement - Instruments validated to the Portuguese population\u00a0- Volume 1]. Quarteto Editora."},{"key":"9695_CR28","first-page":"95","volume":"2","author":"L Faria","year":"2006","unstructured":"Faria, L., Lima Santos, N., Tak\u0161i\u0107, V., Raty, H., Molander, B., Holmstr\u00f6m, S. \u2026 Toyota, H. (2006). Cross-cultural validation of the Emotional Skills and Competence Questionnaire (ESCQ). Psicologia, 20(2), 95\u2013127","journal-title":"Psicologia"},{"key":"9695_CR29","doi-asserted-by":"publisher","first-page":"179","DOI":"10.1016\/j.cedpsych.2016.10.003","volume":"48","author":"AE Flanigan","year":"2017","unstructured":"Flanigan, A. E., Peteranetz, M. S., Shell, D. F., & Soh, L. K. (2017). Implicit intelligence beliefs of computer science students: Exploring change across the semester. Contemporary Educational Psychology, 48, 179\u2013196. https:\/\/doi.org\/10.1016\/j.cedpsych.2016.10.003","journal-title":"Contemporary Educational Psychology"},{"key":"9695_CR30","doi-asserted-by":"publisher","first-page":"59","DOI":"10.3102\/00346543074001059","volume":"74","author":"JA Fredricks","year":"2004","unstructured":"Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59\u2013109. https:\/\/doi.org\/10.3102\/00346543074001059","journal-title":"Review of Educational Research"},{"key":"9695_CR31","doi-asserted-by":"publisher","first-page":"223","DOI":"10.2307\/20445336","volume":"119","author":"E Gonida","year":"2006","unstructured":"Gonida, E., Kiosseoglou, G., & Leondari, A. (2006). Implicit theories of intelligence, perceived academic competence, and school achievement: Testing alternative models. American Journal of Psychology, 119(2), 223\u2013238. https:\/\/doi.org\/10.2307\/20445336","journal-title":"American Journal of Psychology"},{"key":"9695_CR32","first-page":"308","volume-title":"At the threshold: Adolescent development","author":"V Henderson","year":"1990","unstructured":"Henderson, V., & Dweck, C. (1990). Adolescence and achievement. In S. Feldman, & G. Elliott (Eds.), At the threshold: Adolescent development (pp. 308\u2013329). Harvard University Press"},{"key":"9695_CR59","doi-asserted-by":"crossref","unstructured":"Hong, Y., Chiu, C, & Dweck, C. S. (1995). Implicit theories of intelligence: Reconsidering the role of confidence in achievement motivation. In M. Kemis (Ed.), Efficacy, agency, and self-esteem  (pp. 197\u2013216). New York: Plenum.","DOI":"10.1007\/978-1-4899-1280-0_10"},{"key":"9695_CR33","doi-asserted-by":"publisher","first-page":"296","DOI":"10.1006\/jesp.1996.1324","volume":"33","author":"YY Hong","year":"1997","unstructured":"Hong, Y. Y., Chiu, C. Y., Dweck, C. S., & Sacks, R. (1997). Implicit theories and evaluative processes in person cognition. Journal of Experimental Social Psychology, 33(3), 296\u2013323. https:\/\/doi.org\/10.1006\/jesp.1996.1324","journal-title":"Journal of Experimental Social Psychology"},{"key":"9695_CR34","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1080\/10705519909540118","volume":"6","author":"L Hu","year":"1999","unstructured":"Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structure Equation Modeling, 6(1), 1\u201355. https:\/\/doi.org\/10.1080\/10705519909540118","journal-title":"Structure Equation Modeling"},{"key":"9695_CR35","doi-asserted-by":"publisher","first-page":"509","DOI":"10.1111\/1467-8624.00421","volume":"73","author":"JE Jacobs","year":"2002","unstructured":"Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children\u2019s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73(2), 509\u2013527. https:\/\/doi.org\/10.1111\/1467-8624.00421","journal-title":"Child Development"},{"key":"9695_CR36","volume-title":"Principles and practice of structural equation modeling","author":"R Kline","year":"2005","unstructured":"Kline, R. (2005). Principles and practice of structural equation modeling (2nd ed.). Guilford","edition":"2"},{"issue":"5","key":"9695_CR37","doi-asserted-by":"publisher","first-page":"617","DOI":"10.1177\/0146167203262853","volume":"30","author":"CR Knee","year":"2004","unstructured":"Knee, C. R., Patrick, H., Vietor, N. A., & Neighbors, C. (2004). Implicit theories of relationships: Moderators of the link between conflict and commitment. Personality and Social Psychology Bulletin, 30(5), 617\u2013628. https:\/\/doi.org\/10.1177\/0146167203262853","journal-title":"Personality and Social Psychology Bulletin"},{"key":"9695_CR38","doi-asserted-by":"publisher","first-page":"101800","DOI":"10.1016\/j.cedpsych.2019.101800","volume":"59","author":"Y Lee","year":"2019","unstructured":"Lee, Y., & Seo, E. (2019). Trajectories of implicit theories and their relations to scholastic aptitude: A mediational role of achievement goals. Contemporary Educational Psychology, 59, 101800. https:\/\/doi.org\/10.1016\/j.cedpsych.2019.101800","journal-title":"Contemporary Educational Psychology"},{"key":"9695_CR39","doi-asserted-by":"publisher","unstructured":"Lerner, R. M., & Steinberg, L. (Eds.). (2009). Handbook of adolescent psychology (3rd ed.). Wiley. https:\/\/doi.org\/10.1002\/9780470479193","DOI":"10.1002\/9780470479193"},{"key":"9695_CR40","doi-asserted-by":"publisher","first-page":"10","DOI":"10.1177\/0272431604273211","volume":"25","author":"RM Lerner","year":"2005","unstructured":"Lerner, R. M., Almerigi, J. B., Theokas, C., & Lerner, J. V. (2005). Positive youth development: A view of the issues. Journal of Early Adolescence, 25(1), 10\u201316. https:\/\/doi.org\/10.1177\/0272431604273211","journal-title":"Journal of Early Adolescence"},{"key":"9695_CR60","unstructured":"Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey, & D. Sluyter (Eds.), Emotionaldevelopment and emotional intelligence: Educational applications (pp. 3-31). New York: Basic Books."},{"key":"9695_CR41","doi-asserted-by":"publisher","first-page":"500","DOI":"10.1177\/0146167207312960","volume":"34","author":"AD Nussbaum","year":"2008","unstructured":"Nussbaum, A. D., & Dweck, C. S. (2008). Defensiveness versus remediation: Self-theories and modes of self-esteem maintenance. Personality and Social Psychology Bulletin, 34(5), 500\u2013612. https:\/\/doi.org\/10.1177\/0146167207312960","journal-title":"Personality and Social Psychology Bulletin"},{"key":"9695_CR42","first-page":"615","volume":"41","author":"A Pepi","year":"2006","unstructured":"Pepi, A., Faria, L., & Alesi, M. (2006). Personal conceptions of intelligence, self-esteem, and school achievement in Italian and Portuguese students. Adolescence, 41(164), 615\u2013631","journal-title":"Adolescence"},{"key":"9695_CR43","doi-asserted-by":"publisher","first-page":"245","DOI":"10.1037\/0022-3514.93.4.667","volume":"88","author":"JE Plaks","year":"2005","unstructured":"Plaks, J. E., Dweck, C. S., & Grant, H. (2005). Violations of implicit theories and the sense of prediction and control: Implications for motivated person perception. Journal of Personality and Social Psychology, 88(2), 245\u2013262. https:\/\/doi.org\/10.1037\/0022-3514.93.4.667","journal-title":"Journal of Personality and Social Psychology"},{"key":"9695_CR44","doi-asserted-by":"publisher","first-page":"255","DOI":"10.1007\/s11218-014-9288-0","volume":"18","author":"A Renaud-Dub\u00e9","year":"2015","unstructured":"Renaud-Dub\u00e9, A., Guay, F., Talbot, D., Taylor, G., & Koestner, R. (2015). The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: a mediation model. Social Psychology of Education, 18(2), 255\u2013272. https:\/\/doi.org\/10.1007\/s11218-014-9288-0","journal-title":"Social Psychology of Education"},{"key":"9695_CR45","doi-asserted-by":"publisher","first-page":"313","DOI":"10.1080\/15298860290106805","volume":"1","author":"RW Robins","year":"2002","unstructured":"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-Identity, 1(4) 313\u2013336. https:\/\/doi.org\/10.1080\/15298860290106805","journal-title":"Self-Identity"},{"key":"9695_CR46","doi-asserted-by":"publisher","first-page":"227","DOI":"10.1037\/a0035490","volume":"14","author":"C Romero","year":"2014","unstructured":"Romero, C., Master, A., Paunesku, D., Dweck, C. S., & Gross, J. (2014). Academic and emotional functioning in middle school: The role of implicit theories. Emotion, 14(2), 227\u2013234. https:\/\/doi.org\/10.1037\/a0035490","journal-title":"Emotion"},{"issue":"3","key":"9695_CR47","doi-asserted-by":"publisher","first-page":"223","DOI":"10.1016\/S2352-4642(18)30022-1","volume":"2","author":"SM Sawyer","year":"2018","unstructured":"Sawyer, S. M., Azzopardi, P. S., Wickremarathne, D., & Patton, G. C. (2018). The age of adolescence. The Lancet Child & Adolescent Health, 2(3), 223\u2013228. https:\/\/doi.org\/10.1016\/S2352-4642(18)30022-1","journal-title":"The Lancet Child &amp; Adolescent Health"},{"key":"9695_CR48","doi-asserted-by":"publisher","first-page":"131","DOI":"10.1080\/00220670903570368","volume":"104","author":"S Shih","year":"2011","unstructured":"Shih, S. (2011). Perfectionism, implicit theories of intelligence, and Taiwanese eight-grade students\u2019 academic engagement. The Journal of Educational Research, 104(2), 131\u2013142. https:\/\/doi.org\/10.1080\/00220670903570368","journal-title":"The Journal of Educational Research"},{"key":"9695_CR49","doi-asserted-by":"publisher","first-page":"241","DOI":"10.1007\/s11218-012-9208-0","volume":"16","author":"RL Shively","year":"2013","unstructured":"Shively, R. L., & Ryan, C. S. (2013). Longitudinal changes in college math students\u2019 implicit theories of intelligence. Social Psychology of Education, 16(2), 241\u2013256. https:\/\/doi.org\/10.1007\/s11218-012-9208-0","journal-title":"Social Psychology of Education"},{"issue":"4","key":"9695_CR50","doi-asserted-by":"publisher","first-page":"549","DOI":"10.1177\/0956797617739704","volume":"29","author":"VF Sisk","year":"2018","unstructured":"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\u2013571. https:\/\/doi.org\/10.1177\/0956797617739704","journal-title":"Psychological Science"},{"key":"9695_CR51","doi-asserted-by":"publisher","first-page":"124","DOI":"10.1016\/j.bandc.2009.07.003","volume":"72","author":"LH Somerville","year":"2010","unstructured":"Somerville, L. H., Jones, R. M., & Casey, B. J. (2010). A time of change: Behavioral and neural correlates of adolescent sensitivity to appetitive and aversive environmental cues. Brain and Cognition, 72(1), 124\u2013133. https:\/\/doi.org\/10.1016\/j.bandc.2009.07.003","journal-title":"Brain and Cognition"},{"issue":"2","key":"9695_CR52","doi-asserted-by":"publisher","first-page":"104","DOI":"10.1006\/obhd.1999.2829","volume":"78","author":"C Tabernero","year":"1999","unstructured":"Tabernero, C., & Wood, R. E. (1999). Implicit theories versus the social construal of ability in self-regulation and performance on a complex task. Organizational Behavior and Human Decision Processes, 78(2), 104\u2013127. https:\/\/doi.org\/10.1006\/obhd.1999.2829","journal-title":"Organizational Behavior and Human Decision Processes"},{"key":"9695_CR53","first-page":"7","volume":"18","author":"V Tak\u0161i\u0107","year":"2009","unstructured":"Tak\u0161i\u0107, V., Mohori\u0107, T., & Duran, M. (2009). Emotional Skills and Competence Questionnaire (ESCQ) as a self-report measure of emotional intelligence. Horizons of Psychology, 18(3), 7\u201321","journal-title":"Horizons of Psychology"},{"key":"9695_CR54","doi-asserted-by":"publisher","first-page":"731","DOI":"10.1037\/0022-3514.92.4.731","volume":"92","author":"M Tamir","year":"2007","unstructured":"Tamir, M., John, O. P., Srivastava, S., & Gross, J. J. (2007). Implicit theories of emotion: Affective and social outcomes across a major life transition. Journal of Personality and Social Psychology, 92(4), 731\u2013744. https:\/\/doi.org\/10.1037\/0022-3514.92.4.731","journal-title":"Journal of Personality and Social Psychology"},{"key":"9695_CR55","doi-asserted-by":"publisher","first-page":"391","DOI":"10.1348\/000709904X22700","volume":"75","author":"T Thompson","year":"2005","unstructured":"Thompson, T., & Musket, S. (2005). Does priming for mastery goals improve the performance of students with an entity view of ability? British Journal of Educational Psychology, 75(3), 391\u2013409. https:\/\/doi.org\/10.1348\/000709904X22700","journal-title":"British Journal of Educational Psychology"},{"key":"9695_CR56","doi-asserted-by":"publisher","first-page":"1556","DOI":"10.1111\/j.1467-8624.2004.00757.x","volume":"75","author":"HMG Watt","year":"2004","unstructured":"Watt, H. M. G. (2004). Development of adolescents\u2019 self-perceptions, values, and task perceptions according to gender and domain in 7th through 11th grade Australian students. Child Development, 75(5), 1556\u20131574. https:\/\/doi.org\/10.1111\/j.1467-8624.2004.00757.x","journal-title":"Child Development"},{"key":"9695_CR57","first-page":"148","volume-title":"Handbook of educational psychology","author":"A Wigfield","year":"1996","unstructured":"Wigfield, A., Eccles, J. S., & Pintrich, P. R. (1996). Development between the ages of 11 and 25. In D. C. Berliner, & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 148\u2013185). Prentice Hall International"},{"key":"9695_CR58","doi-asserted-by":"publisher","first-page":"364","DOI":"10.1038\/s41586-019-1466-y","volume":"573","author":"DS Yeager","year":"2019","unstructured":"Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J., Crosnoe, R., Muller, C. \u2026 Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364\u2013369. https:\/\/doi.org\/10.1038\/s41586-019-1466-y","journal-title":"Nature"}],"container-title":["Social Psychology of Education"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11218-022-09695-6.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s11218-022-09695-6\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11218-022-09695-6.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2023,2,9]],"date-time":"2023-02-09T23:44:29Z","timestamp":1675986269000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/s11218-022-09695-6"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2022,11,21]]},"references-count":61,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2023,2]]}},"alternative-id":["9695"],"URL":"https:\/\/doi.org\/10.1007\/s11218-022-09695-6","relation":{},"ISSN":["1381-2890","1573-1928"],"issn-type":[{"value":"1381-2890","type":"print"},{"value":"1573-1928","type":"electronic"}],"subject":[],"published":{"date-parts":[[2022,11,21]]},"assertion":[{"value":"21 June 2021","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"19 April 2022","order":2,"name":"revised","label":"Revised","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"20 April 2022","order":3,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"21 November 2022","order":4,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"The authors declare that they have no conflict of interest.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Conflict ofinterest"}}]}}