- Series: Essays in Social Psychology
- Paperback: 212 pages
- Publisher: Psychology Press; 1 edition (January 1, 2000)
- Language: English
- ISBN-10: 1841690244
- ISBN-13: 978-1841690247
- Product Dimensions: 6 x 0.5 x 9.2 inches
- Shipping Weight: 12.8 ounces (View shipping rates and policies)
- Average Customer Review: 28 customer reviews
- Amazon Best Sellers Rank: #136,130 in Books (See Top 100 in Books)
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Self-theories: Their Role in Motivation, Personality, and Development (Essays in Social Psychology) 1st Edition
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"Based on extensive research with children and young adults, this book examines adaptive and maladaptive cognitive-motivational patterns and shows how these patterns originate in people's self theories; their consequences for one's achievment, social relationships, and emotional well-being; thier consequences for society; and the experiences that create these cognitive-motivational patterns."
-"Resources in Education
"What we have here is no ordinary scholarly psychology volume. Ever so rarely, we are offered a psychology book that is so beautifully written, lucidly organized, and elegant in its description of ideas.... I see many uses for this wonderful volume. Instead of having to put together a rather large stack of reprints to introduce students to her groundbreaking work, I now can refer them to something far better -- the author's view of how her work has developed over the years."
-"Journal of Social and Clinical Psychology
"[This book] describes pathbreaking research in a style that is accessible to many audiences. It calls into question some of the most widely-held beliefs . . . about effective practices for maximizing children's self-confidence and learning."
-Deborah Stipek, "UCLA
"The book is central to basic issues in social, personality, and developmental psychology. Indeed, it is like a guided tour through the scenic terrain of Carol's fascinating program of research. The writing is lively and engaging and the organization is unusually clear. The examples are well-chosen and intuitively compelling; they are easy to relate to our own lives and to the people that we know."
-Diane N. Ruble, "New York University
"[This book] is simply among thebest book in psychology I've read during the past year or two. It's superb. . . I could hardly put [it] down."
-Robert J. Sternberg, "Yale University
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The types of tasks that Dweck and her collaborators used to measure these self-theories are very much in line with formal education tasks -- for example, Dweck and her collaborators mention that they used puzzles, math problems, and reading passages to observe and evaluate student learning and connect student behavior on these tasks with student theories about their intelligence. Also, the questions Dweck asked subjects that disclose to her which subjects are entity-theorists and which are incremental-theorists are questions that are posed in the framework of formal education.
This is all great in the chapters where Dweck discusses outcomes of the research as those outcomes relate to formal education. Really, this book opened my eyes to aspects of student motivation and performance that I had not considered before.
In some chapters, Dweck tries to extend these concepts, which are reached from research in educational settings, to other arenas like social development, intimate relationships, and work. I was less excited about these chapters in the book. As a matter of opinion only, I think the tasks we do in formal education are not always very good representations of the way we would approach tasks in other aspects of life. Self-theories that people hold about their experience in formal education may not be the same self-theories they hold for the duration of their lives on all other opportunities for learning. So the extensions that Dweck makes from her work in education to other work in other arenas seem tenuous, and I wish that Dweck backed those extensions up with further research.
On the whole, Self-Theories is an excellent supplement to any education program. Enlightening and engaging.