A Longitudinal Analysis of Dweck's Motivation-Process-Model in the Classroom

@inproceedings{Dresel2001ALA,
  title={A Longitudinal Analysis of Dweck's Motivation-Process-Model in the Classroom},
  author={Markus Dresel},
  year={2001}
}
In academic achievement-situations, it is not uncommon to observe negative affects on motivation and behavior patterns after failure which do not correspond with existing abilities. This typically comprises one experiencing the noncontingency between effort and outcome (Abrahamson, Seligman & Teasdale, 1978), having a functional deficit in action-control (a state-orientation; Kuhl, 1983), or making an attribution of failure to the lack of one's own abilities (Dweck, 1975; Dweck & Reppucci, 1973… CONTINUE READING