Author: Dweck, Carol S.

Source: BJEP Monograph Series II, Number 2 - Development and Motivation, Volume 1, Number 1, 1 January 2003 , pp. 13-27(15)

Abstract:

In this article, I use the literature on the development of ability conceptions to emphasize several points about motivation and development: (1) that development does not always proceed toward one correct or mature concept; (2) that analogous concepts or conceptual frameworks can arise at different points in development; and (3) that there is a critical difference between when a concept is formed and when it has motivational impact. Here I will show that only when ability conceptions coalesce into a coherent framework (a 'meaning system') do they begin to exert a consistent and systematic influence on children's motivation. I also suggest that within their constructed meaning systems, children may follow qualitatively different developmental trajectories.

Document Type: Research article

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