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You searched for subject:(implicit theories of personality). Showing records 1 – 30 of 257377 total matches.

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University of New South Wales

1. Shao, Bo. Individual and cross-cultural differences in the impacts of leader anger expressions on leader effectiveness.

Degree: Management, 2016, University of New South Wales

 A leader’s anger expression is frequently observed in the workplace, prompting increasing scholarly attention in the past decade to the effects of leader anger expressions.… (more)

Subjects/Keywords: implicit theories of personality; leader anger expression; leader effectiveness; culture

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APA (6th Edition):

Shao, B. (2016). Individual and cross-cultural differences in the impacts of leader anger expressions on leader effectiveness. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/56689 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:41197/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Shao, Bo. “Individual and cross-cultural differences in the impacts of leader anger expressions on leader effectiveness.” 2016. Doctoral Dissertation, University of New South Wales. Accessed November 28, 2020. http://handle.unsw.edu.au/1959.4/56689 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:41197/SOURCE02?view=true.

MLA Handbook (7th Edition):

Shao, Bo. “Individual and cross-cultural differences in the impacts of leader anger expressions on leader effectiveness.” 2016. Web. 28 Nov 2020.

Vancouver:

Shao B. Individual and cross-cultural differences in the impacts of leader anger expressions on leader effectiveness. [Internet] [Doctoral dissertation]. University of New South Wales; 2016. [cited 2020 Nov 28]. Available from: http://handle.unsw.edu.au/1959.4/56689 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:41197/SOURCE02?view=true.

Council of Science Editors:

Shao B. Individual and cross-cultural differences in the impacts of leader anger expressions on leader effectiveness. [Doctoral Dissertation]. University of New South Wales; 2016. Available from: http://handle.unsw.edu.au/1959.4/56689 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:41197/SOURCE02?view=true


University of California – Berkeley

2. Chan, Wayne. Cognitive-affective consequences of exposure to stereotype information.

Degree: Psychology, 2010, University of California – Berkeley

 Previous research shows that when individuals are exposed to a stereotype favorable to the their group, they perform better (Walton & Cohen, 2003), and when… (more)

Subjects/Keywords: Social Psychology; Personality Psychology; implicit theories; reparative action; stereotype threat; stereotyping

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APA (6th Edition):

Chan, W. (2010). Cognitive-affective consequences of exposure to stereotype information. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/8jp006vj

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chan, Wayne. “Cognitive-affective consequences of exposure to stereotype information.” 2010. Thesis, University of California – Berkeley. Accessed November 28, 2020. http://www.escholarship.org/uc/item/8jp006vj.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chan, Wayne. “Cognitive-affective consequences of exposure to stereotype information.” 2010. Web. 28 Nov 2020.

Vancouver:

Chan W. Cognitive-affective consequences of exposure to stereotype information. [Internet] [Thesis]. University of California – Berkeley; 2010. [cited 2020 Nov 28]. Available from: http://www.escholarship.org/uc/item/8jp006vj.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chan W. Cognitive-affective consequences of exposure to stereotype information. [Thesis]. University of California – Berkeley; 2010. Available from: http://www.escholarship.org/uc/item/8jp006vj

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Oregon

3. Livingstone, Kimberly. The Effects of Implicit Theories of Emotion on Emotion Regulation and Experience.

Degree: 2012, University of Oregon

 This dissertation examined the effects of implicit theories of emotion (beliefs about the malleability of emotion) on emotion regulation and experience. Incremental theories involve beliefs… (more)

Subjects/Keywords: Emotion; Emotion regulation; Implicit theories; Personality; Well-being

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APA (6th Edition):

Livingstone, K. (2012). The Effects of Implicit Theories of Emotion on Emotion Regulation and Experience. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/12512

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Livingstone, Kimberly. “The Effects of Implicit Theories of Emotion on Emotion Regulation and Experience.” 2012. Thesis, University of Oregon. Accessed November 28, 2020. http://hdl.handle.net/1794/12512.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Livingstone, Kimberly. “The Effects of Implicit Theories of Emotion on Emotion Regulation and Experience.” 2012. Web. 28 Nov 2020.

Vancouver:

Livingstone K. The Effects of Implicit Theories of Emotion on Emotion Regulation and Experience. [Internet] [Thesis]. University of Oregon; 2012. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1794/12512.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Livingstone K. The Effects of Implicit Theories of Emotion on Emotion Regulation and Experience. [Thesis]. University of Oregon; 2012. Available from: http://hdl.handle.net/1794/12512

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

4. Selden, Mary Elizabeth. Predicting leadership.

Degree: 2016, University of Georgia

 Leadership is a social process, dependent on perceptions. Personality, perceptions of behavior, implicit leadership theories, and legitimacy contribute to whether a potential leader is seen… (more)

Subjects/Keywords: leadership perceptions; leadership self-perceptions; legitimacy; group decision making; personality; leadership behaviors; implicit leadership theories

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APA (6th Edition):

Selden, M. E. (2016). Predicting leadership. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/33796

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Selden, Mary Elizabeth. “Predicting leadership.” 2016. Thesis, University of Georgia. Accessed November 28, 2020. http://hdl.handle.net/10724/33796.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Selden, Mary Elizabeth. “Predicting leadership.” 2016. Web. 28 Nov 2020.

Vancouver:

Selden ME. Predicting leadership. [Internet] [Thesis]. University of Georgia; 2016. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10724/33796.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Selden ME. Predicting leadership. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/33796

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Western Kentucky University

5. Porter, Keshia. The Relationship Between Essentialism, Religious Beliefs, and Views of Change.

Degree: Specialist in Education, Department of Psychology, 2012, Western Kentucky University

  In this study, the relationship between essentialism, religious beliefs, and views of change was investigated. Participants were given surveys containing three sets of items… (more)

Subjects/Keywords: religiosity; extrinsic religiosity; implicit theories; Personality and Social Contexts; Psychology; Social Psychology

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APA (6th Edition):

Porter, K. (2012). The Relationship Between Essentialism, Religious Beliefs, and Views of Change. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/1172

Chicago Manual of Style (16th Edition):

Porter, Keshia. “The Relationship Between Essentialism, Religious Beliefs, and Views of Change.” 2012. Masters Thesis, Western Kentucky University. Accessed November 28, 2020. https://digitalcommons.wku.edu/theses/1172.

MLA Handbook (7th Edition):

Porter, Keshia. “The Relationship Between Essentialism, Religious Beliefs, and Views of Change.” 2012. Web. 28 Nov 2020.

Vancouver:

Porter K. The Relationship Between Essentialism, Religious Beliefs, and Views of Change. [Internet] [Masters thesis]. Western Kentucky University; 2012. [cited 2020 Nov 28]. Available from: https://digitalcommons.wku.edu/theses/1172.

Council of Science Editors:

Porter K. The Relationship Between Essentialism, Religious Beliefs, and Views of Change. [Masters Thesis]. Western Kentucky University; 2012. Available from: https://digitalcommons.wku.edu/theses/1172


Stockholm University

6. Eklund, Sandra. What made you a Love phobic or Passion craver? : The influence of Love Experiences and Attachment patterns on Attitudes of Love.

Degree: Psychology, 2012, Stockholm University

  The purpose of this study was to examine possible links between relationship beliefs (Implicit Theories of Relationships and Importance of intimacy and passion), love… (more)

Subjects/Keywords: love; implicit theories of relationships; passion; intimacy; experience of love

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APA (6th Edition):

Eklund, S. (2012). What made you a Love phobic or Passion craver? : The influence of Love Experiences and Attachment patterns on Attitudes of Love. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-89140

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Eklund, Sandra. “What made you a Love phobic or Passion craver? : The influence of Love Experiences and Attachment patterns on Attitudes of Love.” 2012. Thesis, Stockholm University. Accessed November 28, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-89140.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Eklund, Sandra. “What made you a Love phobic or Passion craver? : The influence of Love Experiences and Attachment patterns on Attitudes of Love.” 2012. Web. 28 Nov 2020.

Vancouver:

Eklund S. What made you a Love phobic or Passion craver? : The influence of Love Experiences and Attachment patterns on Attitudes of Love. [Internet] [Thesis]. Stockholm University; 2012. [cited 2020 Nov 28]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-89140.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Eklund S. What made you a Love phobic or Passion craver? : The influence of Love Experiences and Attachment patterns on Attitudes of Love. [Thesis]. Stockholm University; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-89140

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


North-West University

7. Kruger, Sonet Beatrice. The establishment of implicit perspectives of personality in Sesotho-speaking South Africans / Sonet Kruger .

Degree: 2006, North-West University

 The application of personality assessment techniques for clinical and personnel decisions has always been a major activity for psychologists all over the world. In South… (more)

Subjects/Keywords: Personality; Sesotho; Implicit personality theories; Qualitative research; Language

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APA (6th Edition):

Kruger, S. B. (2006). The establishment of implicit perspectives of personality in Sesotho-speaking South Africans / Sonet Kruger . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/1080

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kruger, Sonet Beatrice. “The establishment of implicit perspectives of personality in Sesotho-speaking South Africans / Sonet Kruger .” 2006. Thesis, North-West University. Accessed November 28, 2020. http://hdl.handle.net/10394/1080.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kruger, Sonet Beatrice. “The establishment of implicit perspectives of personality in Sesotho-speaking South Africans / Sonet Kruger .” 2006. Web. 28 Nov 2020.

Vancouver:

Kruger SB. The establishment of implicit perspectives of personality in Sesotho-speaking South Africans / Sonet Kruger . [Internet] [Thesis]. North-West University; 2006. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10394/1080.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kruger SB. The establishment of implicit perspectives of personality in Sesotho-speaking South Africans / Sonet Kruger . [Thesis]. North-West University; 2006. Available from: http://hdl.handle.net/10394/1080

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas Tech University

8. Pertuit, Nicholas. HIGH-SCHOOL ATHLETES’ IMPLICIT THEORIES OF ABILITY GENERALIZE ACROSS SPORTS AND ACADEMIC DOMAINS.

Degree: Education, 2011, Texas Tech University

 According to global comparisons, the American education system is struggling with nearly 7,000 students dropping out of secondary schools each day. Of particular interest to… (more)

Subjects/Keywords: Implicit theories of ability; Entity; Incremental; High school athletics; Academic achievement

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APA (6th Edition):

Pertuit, N. (2011). HIGH-SCHOOL ATHLETES’ IMPLICIT THEORIES OF ABILITY GENERALIZE ACROSS SPORTS AND ACADEMIC DOMAINS. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/ETD-TTU-2011-08-1664

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pertuit, Nicholas. “HIGH-SCHOOL ATHLETES’ IMPLICIT THEORIES OF ABILITY GENERALIZE ACROSS SPORTS AND ACADEMIC DOMAINS.” 2011. Thesis, Texas Tech University. Accessed November 28, 2020. http://hdl.handle.net/2346/ETD-TTU-2011-08-1664.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pertuit, Nicholas. “HIGH-SCHOOL ATHLETES’ IMPLICIT THEORIES OF ABILITY GENERALIZE ACROSS SPORTS AND ACADEMIC DOMAINS.” 2011. Web. 28 Nov 2020.

Vancouver:

Pertuit N. HIGH-SCHOOL ATHLETES’ IMPLICIT THEORIES OF ABILITY GENERALIZE ACROSS SPORTS AND ACADEMIC DOMAINS. [Internet] [Thesis]. Texas Tech University; 2011. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2346/ETD-TTU-2011-08-1664.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pertuit N. HIGH-SCHOOL ATHLETES’ IMPLICIT THEORIES OF ABILITY GENERALIZE ACROSS SPORTS AND ACADEMIC DOMAINS. [Thesis]. Texas Tech University; 2011. Available from: http://hdl.handle.net/2346/ETD-TTU-2011-08-1664

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Montana

9. Zins, Erica A. The Relationship between Public School Principals’ Authentic Leadership and Implicit Theory of Intelligence.

Degree: Doctor of Education (EdD), 2020, University of Montana

  Public school principals are facing increasingly more demands and stressful environments. These leaders need tools to help with the overwhelming workload and building a… (more)

Subjects/Keywords: Authentic Leadership; Growth Mindset; Implicit Theories of Intelligence; Principal

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APA (6th Edition):

Zins, E. A. (2020). The Relationship between Public School Principals’ Authentic Leadership and Implicit Theory of Intelligence. (Doctoral Dissertation). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/11648

Chicago Manual of Style (16th Edition):

Zins, Erica A. “The Relationship between Public School Principals’ Authentic Leadership and Implicit Theory of Intelligence.” 2020. Doctoral Dissertation, University of Montana. Accessed November 28, 2020. https://scholarworks.umt.edu/etd/11648.

MLA Handbook (7th Edition):

Zins, Erica A. “The Relationship between Public School Principals’ Authentic Leadership and Implicit Theory of Intelligence.” 2020. Web. 28 Nov 2020.

Vancouver:

Zins EA. The Relationship between Public School Principals’ Authentic Leadership and Implicit Theory of Intelligence. [Internet] [Doctoral dissertation]. University of Montana; 2020. [cited 2020 Nov 28]. Available from: https://scholarworks.umt.edu/etd/11648.

Council of Science Editors:

Zins EA. The Relationship between Public School Principals’ Authentic Leadership and Implicit Theory of Intelligence. [Doctoral Dissertation]. University of Montana; 2020. Available from: https://scholarworks.umt.edu/etd/11648

10. Kloster, Kenton R. Facet-Level Personality Development: An Intervention for Developing Student Self-Discipline and Orderliness.

Degree: Industrial/Organizational Psychology: M.S., Psychology, 2016, St. Cloud State University

N.p. Advisors/Committee Members: Daren Protolipac, Jodi Illies, Edward Ward.

Subjects/Keywords: personality; change; implicit theories; development; self-discipline; orderliness; conscientiousness

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APA (6th Edition):

Kloster, K. R. (2016). Facet-Level Personality Development: An Intervention for Developing Student Self-Discipline and Orderliness. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/psyc_etds/3

Chicago Manual of Style (16th Edition):

Kloster, Kenton R. “Facet-Level Personality Development: An Intervention for Developing Student Self-Discipline and Orderliness.” 2016. Masters Thesis, St. Cloud State University. Accessed November 28, 2020. https://repository.stcloudstate.edu/psyc_etds/3.

MLA Handbook (7th Edition):

Kloster, Kenton R. “Facet-Level Personality Development: An Intervention for Developing Student Self-Discipline and Orderliness.” 2016. Web. 28 Nov 2020.

Vancouver:

Kloster KR. Facet-Level Personality Development: An Intervention for Developing Student Self-Discipline and Orderliness. [Internet] [Masters thesis]. St. Cloud State University; 2016. [cited 2020 Nov 28]. Available from: https://repository.stcloudstate.edu/psyc_etds/3.

Council of Science Editors:

Kloster KR. Facet-Level Personality Development: An Intervention for Developing Student Self-Discipline and Orderliness. [Masters Thesis]. St. Cloud State University; 2016. Available from: https://repository.stcloudstate.edu/psyc_etds/3


University of Michigan

11. Peck, Stephen Conkling. Implicit theories of personality change.

Degree: PhD, Psychology, 1995, University of Michigan

 Cognitive personality theory and implicit theories were described and used as guides to the study of implicit theories of personality change (ITPCs). College students' ITPCs… (more)

Subjects/Keywords: Change; Implicit; Malleability; Personality; Possible Selves; Self-concept; Theories

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APA (6th Edition):

Peck, S. C. (1995). Implicit theories of personality change. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/129637

Chicago Manual of Style (16th Edition):

Peck, Stephen Conkling. “Implicit theories of personality change.” 1995. Doctoral Dissertation, University of Michigan. Accessed November 28, 2020. http://hdl.handle.net/2027.42/129637.

MLA Handbook (7th Edition):

Peck, Stephen Conkling. “Implicit theories of personality change.” 1995. Web. 28 Nov 2020.

Vancouver:

Peck SC. Implicit theories of personality change. [Internet] [Doctoral dissertation]. University of Michigan; 1995. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2027.42/129637.

Council of Science Editors:

Peck SC. Implicit theories of personality change. [Doctoral Dissertation]. University of Michigan; 1995. Available from: http://hdl.handle.net/2027.42/129637

12. Park, Ji Kyung. The influence of brand personalities on consumers:exploring the moderating role of implicit self-theories.

Degree: PhD, Business Administration, 2011, University of Minnesota

 Researchers have shown that consumers often prefer and choose brands with appealing personalities in an attempt to affirm and enhance their sense of self (Escalas… (more)

Subjects/Keywords: Brand Personality; Implicit Self-Theories; Business Administration

…Carol S. Dweck (1997), “Lay Dispositionism and Implicit Theories of Personality… …Endorsement: The Role of Implicit Theories,” Journal of Personality and Social Psychology, 74… …Implicit Theories,” Journal of Personality, 62 (1), 67-85. Richins, Marsha L… …two implicit self-theories that apply to a wide range of personality traits: entity and… …ON CONSUMER SELF-PERCEPTIONS: THE ROLE OF IMPLICIT SELF-THEORIES ….…41… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Park, J. K. (2011). The influence of brand personalities on consumers:exploring the moderating role of implicit self-theories. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/108229

Chicago Manual of Style (16th Edition):

Park, Ji Kyung. “The influence of brand personalities on consumers:exploring the moderating role of implicit self-theories.” 2011. Doctoral Dissertation, University of Minnesota. Accessed November 28, 2020. http://purl.umn.edu/108229.

MLA Handbook (7th Edition):

Park, Ji Kyung. “The influence of brand personalities on consumers:exploring the moderating role of implicit self-theories.” 2011. Web. 28 Nov 2020.

Vancouver:

Park JK. The influence of brand personalities on consumers:exploring the moderating role of implicit self-theories. [Internet] [Doctoral dissertation]. University of Minnesota; 2011. [cited 2020 Nov 28]. Available from: http://purl.umn.edu/108229.

Council of Science Editors:

Park JK. The influence of brand personalities on consumers:exploring the moderating role of implicit self-theories. [Doctoral Dissertation]. University of Minnesota; 2011. Available from: http://purl.umn.edu/108229


Penn State University

13. Pearson, Nicholas Benjamin. Why Bother?: The Nature of Women’s Implicit Theories About the Malleability of Men’s Attitudes.

Degree: 2012, Penn State University

 Four studies are presented that examine the influence of women’s beliefs about the changeability of men’s sexist attitudes. Study 1 explores the construct validity of… (more)

Subjects/Keywords: implicit theories; sexism; confronting

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APA (6th Edition):

Pearson, N. B. (2012). Why Bother?: The Nature of Women’s Implicit Theories About the Malleability of Men’s Attitudes. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/7193

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pearson, Nicholas Benjamin. “Why Bother?: The Nature of Women’s Implicit Theories About the Malleability of Men’s Attitudes.” 2012. Thesis, Penn State University. Accessed November 28, 2020. https://submit-etda.libraries.psu.edu/catalog/7193.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pearson, Nicholas Benjamin. “Why Bother?: The Nature of Women’s Implicit Theories About the Malleability of Men’s Attitudes.” 2012. Web. 28 Nov 2020.

Vancouver:

Pearson NB. Why Bother?: The Nature of Women’s Implicit Theories About the Malleability of Men’s Attitudes. [Internet] [Thesis]. Penn State University; 2012. [cited 2020 Nov 28]. Available from: https://submit-etda.libraries.psu.edu/catalog/7193.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pearson NB. Why Bother?: The Nature of Women’s Implicit Theories About the Malleability of Men’s Attitudes. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/7193

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Waterloo

14. Choi, Karen. Cultural Differences in Compliments.

Degree: 2011, University of Waterloo

 Cultural differences in compliments were examined across five studies. The results are consistent with cultural differences in self-enhancement and self-criticism and suggest that compliment responses… (more)

Subjects/Keywords: Culture; Compliments; Praise; Implicit Theories

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APA (6th Edition):

Choi, K. (2011). Cultural Differences in Compliments. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/5986

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Choi, Karen. “Cultural Differences in Compliments.” 2011. Thesis, University of Waterloo. Accessed November 28, 2020. http://hdl.handle.net/10012/5986.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Choi, Karen. “Cultural Differences in Compliments.” 2011. Web. 28 Nov 2020.

Vancouver:

Choi K. Cultural Differences in Compliments. [Internet] [Thesis]. University of Waterloo; 2011. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10012/5986.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Choi K. Cultural Differences in Compliments. [Thesis]. University of Waterloo; 2011. Available from: http://hdl.handle.net/10012/5986

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

15. -4862-0466. Implicit theories of creatives.

Degree: PhD, Advertising, 2016, University of Texas – Austin

 Advertising creatives (i.e., copywriters and art directors) are known to use implicit theories to connect with their audiences, but little work has been done to… (more)

Subjects/Keywords: Advertising; Creatives; Implicit theories

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

-4862-0466. (2016). Implicit theories of creatives. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/44052

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-4862-0466. “Implicit theories of creatives.” 2016. Doctoral Dissertation, University of Texas – Austin. Accessed November 28, 2020. http://hdl.handle.net/2152/44052.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-4862-0466. “Implicit theories of creatives.” 2016. Web. 28 Nov 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-4862-0466. Implicit theories of creatives. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2152/44052.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-4862-0466. Implicit theories of creatives. [Doctoral Dissertation]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/44052

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Wright State University

16. Bashore, Daniel. Assessing Implicit Leadership and Followership Theories.

Degree: PhD, Human Factors and Industrial/Organizational Psychology PhD, 2020, Wright State University

Implicit Leadership and Followership Theories (ILTs and IFTs, respectively) are individuals’ schemas composed of attributes that characterize leaders and followers. ILTs and IFTs are commonly… (more)

Subjects/Keywords: Psychology; leadership; followership; implicit leadership theories; implicit followership theories

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APA (6th Edition):

Bashore, D. (2020). Assessing Implicit Leadership and Followership Theories. (Doctoral Dissertation). Wright State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=wright1590156207610277

Chicago Manual of Style (16th Edition):

Bashore, Daniel. “Assessing Implicit Leadership and Followership Theories.” 2020. Doctoral Dissertation, Wright State University. Accessed November 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1590156207610277.

MLA Handbook (7th Edition):

Bashore, Daniel. “Assessing Implicit Leadership and Followership Theories.” 2020. Web. 28 Nov 2020.

Vancouver:

Bashore D. Assessing Implicit Leadership and Followership Theories. [Internet] [Doctoral dissertation]. Wright State University; 2020. [cited 2020 Nov 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1590156207610277.

Council of Science Editors:

Bashore D. Assessing Implicit Leadership and Followership Theories. [Doctoral Dissertation]. Wright State University; 2020. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1590156207610277


North-West University

17. Uys, Mariaan. The establishment of implicit perspectives of personality among Sepedi-speaking people in South Africa / Mariaan Uys .

Degree: 2008, North-West University

Subjects/Keywords: Personality; Personality measurement; Personality inventory; Personality theories; Implicit personality perspectives; Cross-cultural measurement; Pedi; Northern Sotho; Sesotho sa Leboa

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APA (6th Edition):

Uys, M. (2008). The establishment of implicit perspectives of personality among Sepedi-speaking people in South Africa / Mariaan Uys . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4326

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Uys, Mariaan. “The establishment of implicit perspectives of personality among Sepedi-speaking people in South Africa / Mariaan Uys .” 2008. Thesis, North-West University. Accessed November 28, 2020. http://hdl.handle.net/10394/4326.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Uys, Mariaan. “The establishment of implicit perspectives of personality among Sepedi-speaking people in South Africa / Mariaan Uys .” 2008. Web. 28 Nov 2020.

Vancouver:

Uys M. The establishment of implicit perspectives of personality among Sepedi-speaking people in South Africa / Mariaan Uys . [Internet] [Thesis]. North-West University; 2008. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10394/4326.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Uys M. The establishment of implicit perspectives of personality among Sepedi-speaking people in South Africa / Mariaan Uys . [Thesis]. North-West University; 2008. Available from: http://hdl.handle.net/10394/4326

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rochester Institute of Technology

18. Ashour, Rima Musa. Cultural Differences and Conceptualizing Creativity.

Degree: MS, Hospitality and Tourism Management (SCB), 2020, Rochester Institute of Technology

  Culture has been shown to impact the way people understand and evaluate creativity. Every day people encounter products, services, and processes; some are considered… (more)

Subjects/Keywords: Clusters of creativity; Conceptualizing creativity; Cross-cultural differences; Culture; Implicit theories of creativity; Multi-cultural perceptions

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APA (6th Edition):

Ashour, R. M. (2020). Cultural Differences and Conceptualizing Creativity. (Masters Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/10527

Chicago Manual of Style (16th Edition):

Ashour, Rima Musa. “Cultural Differences and Conceptualizing Creativity.” 2020. Masters Thesis, Rochester Institute of Technology. Accessed November 28, 2020. https://scholarworks.rit.edu/theses/10527.

MLA Handbook (7th Edition):

Ashour, Rima Musa. “Cultural Differences and Conceptualizing Creativity.” 2020. Web. 28 Nov 2020.

Vancouver:

Ashour RM. Cultural Differences and Conceptualizing Creativity. [Internet] [Masters thesis]. Rochester Institute of Technology; 2020. [cited 2020 Nov 28]. Available from: https://scholarworks.rit.edu/theses/10527.

Council of Science Editors:

Ashour RM. Cultural Differences and Conceptualizing Creativity. [Masters Thesis]. Rochester Institute of Technology; 2020. Available from: https://scholarworks.rit.edu/theses/10527


Wright State University

19. Thompson, Charles N. Implicit theories go applied: Conception of ability at work.

Degree: MS, Human Factors and Industrial/Organizational Psychology MS, 2006, Wright State University

Implicit theories have been extensively studied in educational psychology (e.g. Dweck, 1999; Dweck & Leggett, 1988). Implicit theories have been related to goal orientation, response… (more)

Subjects/Keywords: implicit theories; conception of ability; goals; perception of effort

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APA (6th Edition):

Thompson, C. N. (2006). Implicit theories go applied: Conception of ability at work. (Masters Thesis). Wright State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=wright1158673121

Chicago Manual of Style (16th Edition):

Thompson, Charles N. “Implicit theories go applied: Conception of ability at work.” 2006. Masters Thesis, Wright State University. Accessed November 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1158673121.

MLA Handbook (7th Edition):

Thompson, Charles N. “Implicit theories go applied: Conception of ability at work.” 2006. Web. 28 Nov 2020.

Vancouver:

Thompson CN. Implicit theories go applied: Conception of ability at work. [Internet] [Masters thesis]. Wright State University; 2006. [cited 2020 Nov 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1158673121.

Council of Science Editors:

Thompson CN. Implicit theories go applied: Conception of ability at work. [Masters Thesis]. Wright State University; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1158673121

20. Thomas, Benjamin J. Dark Side Personality IATS: Development of Non-Bipolar Valence-Balanced Implicit Measures.

Degree: MSin Psychology, Psychology, 2015, Missouri State University

 Predicting character failure is a challenging risk management problem in many organizations and, while self-report measures of attitudes, beliefs, and personality traits have proven useful,… (more)

Subjects/Keywords: counterproductive work behavior; dark side personality traits; psychopathy; integrity measures; implicit association test; five factor model of personality; Psychology

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APA (6th Edition):

Thomas, B. J. (2015). Dark Side Personality IATS: Development of Non-Bipolar Valence-Balanced Implicit Measures. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/2530

Chicago Manual of Style (16th Edition):

Thomas, Benjamin J. “Dark Side Personality IATS: Development of Non-Bipolar Valence-Balanced Implicit Measures.” 2015. Masters Thesis, Missouri State University. Accessed November 28, 2020. https://bearworks.missouristate.edu/theses/2530.

MLA Handbook (7th Edition):

Thomas, Benjamin J. “Dark Side Personality IATS: Development of Non-Bipolar Valence-Balanced Implicit Measures.” 2015. Web. 28 Nov 2020.

Vancouver:

Thomas BJ. Dark Side Personality IATS: Development of Non-Bipolar Valence-Balanced Implicit Measures. [Internet] [Masters thesis]. Missouri State University; 2015. [cited 2020 Nov 28]. Available from: https://bearworks.missouristate.edu/theses/2530.

Council of Science Editors:

Thomas BJ. Dark Side Personality IATS: Development of Non-Bipolar Valence-Balanced Implicit Measures. [Masters Thesis]. Missouri State University; 2015. Available from: https://bearworks.missouristate.edu/theses/2530


Wilfrid Laurier University

21. Williams, Sarah L. Once A Thief, Always A Thief? How Time, Implicit Theories, and Race Affect Moral Judgments.

Degree: 2015, Wilfrid Laurier University

 How can a person judge another individual’s moral character? One way may be to look to their moral and immoral actions. However, should all actions… (more)

Subjects/Keywords: implicit theories; moral judgments; time; Social Psychology

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APA (6th Edition):

Williams, S. L. (2015). Once A Thief, Always A Thief? How Time, Implicit Theories, and Race Affect Moral Judgments. (Thesis). Wilfrid Laurier University. Retrieved from https://scholars.wlu.ca/etd/1775

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Williams, Sarah L. “Once A Thief, Always A Thief? How Time, Implicit Theories, and Race Affect Moral Judgments.” 2015. Thesis, Wilfrid Laurier University. Accessed November 28, 2020. https://scholars.wlu.ca/etd/1775.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Williams, Sarah L. “Once A Thief, Always A Thief? How Time, Implicit Theories, and Race Affect Moral Judgments.” 2015. Web. 28 Nov 2020.

Vancouver:

Williams SL. Once A Thief, Always A Thief? How Time, Implicit Theories, and Race Affect Moral Judgments. [Internet] [Thesis]. Wilfrid Laurier University; 2015. [cited 2020 Nov 28]. Available from: https://scholars.wlu.ca/etd/1775.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Williams SL. Once A Thief, Always A Thief? How Time, Implicit Theories, and Race Affect Moral Judgments. [Thesis]. Wilfrid Laurier University; 2015. Available from: https://scholars.wlu.ca/etd/1775

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Victoria

22. Abrami, Jessica. The Impact of entity and incremental implicit theory activation on the prioritization of personal goals.

Degree: Dept. of Psychology, 2011, University of Victoria

 Individuals have different implicit theories. They may hold an incremental theory and believe traits are malleable or an entity theory and believe traits are fixed.… (more)

Subjects/Keywords: implicit theories; intrinsic and extrinsic goals; mindset

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APA (6th Edition):

Abrami, J. (2011). The Impact of entity and incremental implicit theory activation on the prioritization of personal goals. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3723

Chicago Manual of Style (16th Edition):

Abrami, Jessica. “The Impact of entity and incremental implicit theory activation on the prioritization of personal goals.” 2011. Masters Thesis, University of Victoria. Accessed November 28, 2020. http://hdl.handle.net/1828/3723.

MLA Handbook (7th Edition):

Abrami, Jessica. “The Impact of entity and incremental implicit theory activation on the prioritization of personal goals.” 2011. Web. 28 Nov 2020.

Vancouver:

Abrami J. The Impact of entity and incremental implicit theory activation on the prioritization of personal goals. [Internet] [Masters thesis]. University of Victoria; 2011. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1828/3723.

Council of Science Editors:

Abrami J. The Impact of entity and incremental implicit theory activation on the prioritization of personal goals. [Masters Thesis]. University of Victoria; 2011. Available from: http://hdl.handle.net/1828/3723


Northeastern University

23. Deitch, Joshua. Understanding the school environments that engage and motivate young adolescents.

Degree: EdD, School of Education, 2017, Northeastern University

 This study used a phenomenological study design to better understand the influence of school environments and structures upon student engagement. Data were collected using semi-structured… (more)

Subjects/Keywords: implicit theories of intelligence; interpretative phenomenological analysis; middle school concept; positive youth development; stage-environment fit; student engagement

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APA (6th Edition):

Deitch, J. (2017). Understanding the school environments that engage and motivate young adolescents. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20259251

Chicago Manual of Style (16th Edition):

Deitch, Joshua. “Understanding the school environments that engage and motivate young adolescents.” 2017. Doctoral Dissertation, Northeastern University. Accessed November 28, 2020. http://hdl.handle.net/2047/D20259251.

MLA Handbook (7th Edition):

Deitch, Joshua. “Understanding the school environments that engage and motivate young adolescents.” 2017. Web. 28 Nov 2020.

Vancouver:

Deitch J. Understanding the school environments that engage and motivate young adolescents. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2047/D20259251.

Council of Science Editors:

Deitch J. Understanding the school environments that engage and motivate young adolescents. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20259251

24. Bello, Beatriz. Exploring Latina and Hispanic Female Students’ Sense of Belonging in STEM Majors Following a Belonging Intervention.

Degree: 2018, University of California – eScholarship, University of California

 ABSTRACTExploring Latina and Hispanic Female Students’ Sense of Belonging in STEM Majors Following a Belonging InterventionbyBeatriz Del Carmen BelloSignificant imbalances in the representation of ethnic/racial… (more)

Subjects/Keywords: Psychology; entity orientation/fixed mindset; implicit self-theories; incremental orientation/growth mindset; Latina; sense of belonging; STEM majors

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APA (6th Edition):

Bello, B. (2018). Exploring Latina and Hispanic Female Students’ Sense of Belonging in STEM Majors Following a Belonging Intervention. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/38j9v5qr

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bello, Beatriz. “Exploring Latina and Hispanic Female Students’ Sense of Belonging in STEM Majors Following a Belonging Intervention.” 2018. Thesis, University of California – eScholarship, University of California. Accessed November 28, 2020. http://www.escholarship.org/uc/item/38j9v5qr.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bello, Beatriz. “Exploring Latina and Hispanic Female Students’ Sense of Belonging in STEM Majors Following a Belonging Intervention.” 2018. Web. 28 Nov 2020.

Vancouver:

Bello B. Exploring Latina and Hispanic Female Students’ Sense of Belonging in STEM Majors Following a Belonging Intervention. [Internet] [Thesis]. University of California – eScholarship, University of California; 2018. [cited 2020 Nov 28]. Available from: http://www.escholarship.org/uc/item/38j9v5qr.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bello B. Exploring Latina and Hispanic Female Students’ Sense of Belonging in STEM Majors Following a Belonging Intervention. [Thesis]. University of California – eScholarship, University of California; 2018. Available from: http://www.escholarship.org/uc/item/38j9v5qr

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Wilfrid Laurier University

25. Ward, Cindy L. When Does Sacrificing the Present for the Future or Sacrificing the Future for the Present Enhance Satisfaction With Life? Implicit Theories of Change and Stability Moderate the Effects of Temporal Focus on Life Satisfaction.

Degree: 2015, Wilfrid Laurier University

 In Western society we encounter contrasting prescriptions for how to live a happy life. Some argue the key to life satisfaction is living in the… (more)

Subjects/Keywords: implicit theories; life satisfaction; well-being; happiness; time perspective; self-concordance; locus of control; Social Psychology

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APA (6th Edition):

Ward, C. L. (2015). When Does Sacrificing the Present for the Future or Sacrificing the Future for the Present Enhance Satisfaction With Life? Implicit Theories of Change and Stability Moderate the Effects of Temporal Focus on Life Satisfaction. (Thesis). Wilfrid Laurier University. Retrieved from https://scholars.wlu.ca/etd/1772

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ward, Cindy L. “When Does Sacrificing the Present for the Future or Sacrificing the Future for the Present Enhance Satisfaction With Life? Implicit Theories of Change and Stability Moderate the Effects of Temporal Focus on Life Satisfaction.” 2015. Thesis, Wilfrid Laurier University. Accessed November 28, 2020. https://scholars.wlu.ca/etd/1772.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ward, Cindy L. “When Does Sacrificing the Present for the Future or Sacrificing the Future for the Present Enhance Satisfaction With Life? Implicit Theories of Change and Stability Moderate the Effects of Temporal Focus on Life Satisfaction.” 2015. Web. 28 Nov 2020.

Vancouver:

Ward CL. When Does Sacrificing the Present for the Future or Sacrificing the Future for the Present Enhance Satisfaction With Life? Implicit Theories of Change and Stability Moderate the Effects of Temporal Focus on Life Satisfaction. [Internet] [Thesis]. Wilfrid Laurier University; 2015. [cited 2020 Nov 28]. Available from: https://scholars.wlu.ca/etd/1772.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ward CL. When Does Sacrificing the Present for the Future or Sacrificing the Future for the Present Enhance Satisfaction With Life? Implicit Theories of Change and Stability Moderate the Effects of Temporal Focus on Life Satisfaction. [Thesis]. Wilfrid Laurier University; 2015. Available from: https://scholars.wlu.ca/etd/1772

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


IUPUI

26. Fillmore, Erin Paige. Grit and beliefs about intelligence: the relationship and role these factors play in the self-regulatory processes involved in medical students learning gross anatomy.

Degree: 2015, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

Background: Gross anatomy is a foundational medical school course upon which other courses and patient care is grounded; however, variability… (more)

Subjects/Keywords: Gross anatomy; Medical education; Implicit theories of intelligence; Self-regulatory processes in learning; Medical education  – Research; Cognitive styles; Medical students

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APA (6th Edition):

Fillmore, E. P. (2015). Grit and beliefs about intelligence: the relationship and role these factors play in the self-regulatory processes involved in medical students learning gross anatomy. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/7943

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fillmore, Erin Paige. “Grit and beliefs about intelligence: the relationship and role these factors play in the self-regulatory processes involved in medical students learning gross anatomy.” 2015. Thesis, IUPUI. Accessed November 28, 2020. http://hdl.handle.net/1805/7943.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fillmore, Erin Paige. “Grit and beliefs about intelligence: the relationship and role these factors play in the self-regulatory processes involved in medical students learning gross anatomy.” 2015. Web. 28 Nov 2020.

Vancouver:

Fillmore EP. Grit and beliefs about intelligence: the relationship and role these factors play in the self-regulatory processes involved in medical students learning gross anatomy. [Internet] [Thesis]. IUPUI; 2015. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1805/7943.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fillmore EP. Grit and beliefs about intelligence: the relationship and role these factors play in the self-regulatory processes involved in medical students learning gross anatomy. [Thesis]. IUPUI; 2015. Available from: http://hdl.handle.net/1805/7943

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


East Carolina University

27. Rodriguez, Dayna T. Implicit Theories of Intelligence and Difference-Education as Interventions for First-Generation Students.

Degree: MA, MA-School Psychology, 2017, East Carolina University

 First-generation students (FGS) are an at-risk population who have high rates of dropping out by the end of their first year of college compared to… (more)

Subjects/Keywords: First-generation students; intervention; implicit theories of intelligence; First-generation college students; College dropouts – Prevention; Operant behavior

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APA (6th Edition):

Rodriguez, D. T. (2017). Implicit Theories of Intelligence and Difference-Education as Interventions for First-Generation Students. (Masters Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/6154

Chicago Manual of Style (16th Edition):

Rodriguez, Dayna T. “Implicit Theories of Intelligence and Difference-Education as Interventions for First-Generation Students.” 2017. Masters Thesis, East Carolina University. Accessed November 28, 2020. http://hdl.handle.net/10342/6154.

MLA Handbook (7th Edition):

Rodriguez, Dayna T. “Implicit Theories of Intelligence and Difference-Education as Interventions for First-Generation Students.” 2017. Web. 28 Nov 2020.

Vancouver:

Rodriguez DT. Implicit Theories of Intelligence and Difference-Education as Interventions for First-Generation Students. [Internet] [Masters thesis]. East Carolina University; 2017. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10342/6154.

Council of Science Editors:

Rodriguez DT. Implicit Theories of Intelligence and Difference-Education as Interventions for First-Generation Students. [Masters Thesis]. East Carolina University; 2017. Available from: http://hdl.handle.net/10342/6154


University of New Mexico

28. Volpe, Frank. The Role of Academic Achievement Motivation in Predicting Performance on the Northwest Evaluation Association's Measure of Academic Progress. Mindsets: Incremental vs. Entity Beliefs About Intelligence.

Degree: Individual, Family, and Community Education, 2016, University of New Mexico

 A cross-sectional correlational study was conducted in order to evaluate the relationship between a student's mindset (incremental vs. entity beliefs about intelligence) and their score… (more)

Subjects/Keywords: Mindset; Intelligence; Motivation; Achievement; Entity vs. Incrimental; Construct Irrelevant Variance; Growth Mindset; Standardized Test; Beliefs About Intelligence; Implicit Theories of Intelligence

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APA (6th Edition):

Volpe, F. (2016). The Role of Academic Achievement Motivation in Predicting Performance on the Northwest Evaluation Association's Measure of Academic Progress. Mindsets: Incremental vs. Entity Beliefs About Intelligence. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/33061

Chicago Manual of Style (16th Edition):

Volpe, Frank. “The Role of Academic Achievement Motivation in Predicting Performance on the Northwest Evaluation Association's Measure of Academic Progress. Mindsets: Incremental vs. Entity Beliefs About Intelligence.” 2016. Doctoral Dissertation, University of New Mexico. Accessed November 28, 2020. http://hdl.handle.net/1928/33061.

MLA Handbook (7th Edition):

Volpe, Frank. “The Role of Academic Achievement Motivation in Predicting Performance on the Northwest Evaluation Association's Measure of Academic Progress. Mindsets: Incremental vs. Entity Beliefs About Intelligence.” 2016. Web. 28 Nov 2020.

Vancouver:

Volpe F. The Role of Academic Achievement Motivation in Predicting Performance on the Northwest Evaluation Association's Measure of Academic Progress. Mindsets: Incremental vs. Entity Beliefs About Intelligence. [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1928/33061.

Council of Science Editors:

Volpe F. The Role of Academic Achievement Motivation in Predicting Performance on the Northwest Evaluation Association's Measure of Academic Progress. Mindsets: Incremental vs. Entity Beliefs About Intelligence. [Doctoral Dissertation]. University of New Mexico; 2016. Available from: http://hdl.handle.net/1928/33061


University of Minnesota

29. Small, Justin. The Relationship Between the Implicit Theories of Intelligence and Reading Theory of Preservice Teachers in Master’s Level Deaf Education Preparation Programs.

Degree: D.Ed., Education, Curriculum and Instruction, 2018, University of Minnesota

 Deaf and Hard of Hearing (D/HH) teachers’ personal implicit theories of intelligence and the influence this has on their theoretical orientation toward reading, are factors… (more)

Subjects/Keywords: Deaf Education; Implicit Theories of Intelligence; Preparation Programs; Reading Theory; Teacher Education; Theoretical Orientation to Reading Profile

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Small, J. (2018). The Relationship Between the Implicit Theories of Intelligence and Reading Theory of Preservice Teachers in Master’s Level Deaf Education Preparation Programs. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/199015

Chicago Manual of Style (16th Edition):

Small, Justin. “The Relationship Between the Implicit Theories of Intelligence and Reading Theory of Preservice Teachers in Master’s Level Deaf Education Preparation Programs.” 2018. Doctoral Dissertation, University of Minnesota. Accessed November 28, 2020. http://hdl.handle.net/11299/199015.

MLA Handbook (7th Edition):

Small, Justin. “The Relationship Between the Implicit Theories of Intelligence and Reading Theory of Preservice Teachers in Master’s Level Deaf Education Preparation Programs.” 2018. Web. 28 Nov 2020.

Vancouver:

Small J. The Relationship Between the Implicit Theories of Intelligence and Reading Theory of Preservice Teachers in Master’s Level Deaf Education Preparation Programs. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/11299/199015.

Council of Science Editors:

Small J. The Relationship Between the Implicit Theories of Intelligence and Reading Theory of Preservice Teachers in Master’s Level Deaf Education Preparation Programs. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/199015


University of Windsor

30. Palazzolo, Stephanie Deanna. The Relationship between Mindset and Self-efficacy in Pre-service Elementary Teacher Candidates Teaching Science, and its Implications on Science Teaching.

Degree: M. Ed., Education, 2016, University of Windsor

 Bandura’s (1997) theory of self-efficacy and Dweck’s (1999) implicit theories of intelligence (also known as “self-theory” and latter referred to as “mindset”), are explored in… (more)

Subjects/Keywords: Elementary pre-service teacher education; Implicit Theories of Intelligence; Mindset; Science education; Self-efficacy in Science

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Palazzolo, S. D. (2016). The Relationship between Mindset and Self-efficacy in Pre-service Elementary Teacher Candidates Teaching Science, and its Implications on Science Teaching. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/5755

Chicago Manual of Style (16th Edition):

Palazzolo, Stephanie Deanna. “The Relationship between Mindset and Self-efficacy in Pre-service Elementary Teacher Candidates Teaching Science, and its Implications on Science Teaching.” 2016. Masters Thesis, University of Windsor. Accessed November 28, 2020. https://scholar.uwindsor.ca/etd/5755.

MLA Handbook (7th Edition):

Palazzolo, Stephanie Deanna. “The Relationship between Mindset and Self-efficacy in Pre-service Elementary Teacher Candidates Teaching Science, and its Implications on Science Teaching.” 2016. Web. 28 Nov 2020.

Vancouver:

Palazzolo SD. The Relationship between Mindset and Self-efficacy in Pre-service Elementary Teacher Candidates Teaching Science, and its Implications on Science Teaching. [Internet] [Masters thesis]. University of Windsor; 2016. [cited 2020 Nov 28]. Available from: https://scholar.uwindsor.ca/etd/5755.

Council of Science Editors:

Palazzolo SD. The Relationship between Mindset and Self-efficacy in Pre-service Elementary Teacher Candidates Teaching Science, and its Implications on Science Teaching. [Masters Thesis]. University of Windsor; 2016. Available from: https://scholar.uwindsor.ca/etd/5755

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