Anderman, E. M. (2011). Education psychology in the twenty-first century: Challenges for our community. Educational Psychologist, 46(3), 185–196.
Blackwell, L. Trzesniewski, K.& Dweck, C. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and intervention.Child Development, 78(1), 263-246.
Borenstein, M. H. (2006). Parenting science and practice. In I. E. Sigel & K. A. Renninger, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 4, Child psychology and practice(6th ed. pp. 893-949). New York: Willey.
Bulotsky-Shearer, R.J. Fernandez, V. Dominguez, X.& Rouse, H. (2011). Behavior problems in learning activities and social interactions in Head Start classrooms, and early reading, mathematics, and approaches to learning. School Psychology Review, 40(1),39-56.
Canivez,G. L.Willenborg, E.& Kearney, A. (2006). Replication of the learning behaviors scale factor structure with an independent sample. Journal of Psychoeducational, 24(2), 97-111.
Chen, X. Chen, H. Li, D.& Wang, L. (2009). Early childhood behavioral inhibition and social and school adjustment in Chinese children: A 5-year longitudinal study. Child Development, 80(6), 1692–1704.
Cimpian, A. Arce, H. Markman, E.M.& Dweck, C.S. (2007). Subtle linguistic cues affect children’s motivation. Psychological Science, 18(4), 314-316
Diamond, A.& Lee, K. (2011). Interventions shown to aid executive function development in children 4-12 years old. Science, 333(6045), 959–964.
Dweck, C. (1999). Self-theories: Their role in motivation, personality, and development. 1th edition, Philadelphia, PA: Psychology Press.
Dweck, C. (2000). Self-theories: Their role in motivation, personality, and development. Second edition, New York, NY: Psychology Press.
Dweck, C. (2006). Mindset:The new psychology of success. New York: Random House.
Dweck, C. S. (2007a). The perils and promises of praise: Praising students' effort is more effective than praising inherent intelligence. Educational Leadership, 65(2), 34-39.
Dweck, C. (2007b). Boosting achievement with messages that motivate. Education Canada, 47(2), 10-16.
Dweck, C. (2008). Mindsets and math/science achievement. Princeton, NJ: Carnegie Corporation. Retrieved from http:// dev.opeq.blenderbox.com/ uploads/ files/ 868cea 4-5888-31 e 45-a 62-832 b4377 dbbfb.pdf.
Dweck, C. (2010). Mind-sets and equitable education. Principal Leadership, 10(5),26-29.
Fraenkel, J. R. Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. 8th edition, New York City: McGraw-Hill.
Fantuzzo, J. Gadsden, V.& McDermott, P. (2011). An integrated curriculum to improve mathematics, language, and literacy for Head Start children. American Educational Research Journal, 48(3), 763–793.
Galindo, C.& Fuller, B. (2010). The social competence of Latino kindergartners and growth in mathematical understanding. Developmental Psychology, 46(3), 579–592.
Griffin, J. A. (2010). Research on the implementation of preschool intervention programs: Learning by doing. Early Childhood Research Quarterly, 25(3), 267–269.
Grolnick, W. S. (2001). Discussant's comments: Symposium on influences on children's motivation: New concepts and new findings. Paper presented at the Society for Research in Child Development, Minneapolis, MN.
Hahn, K. R. Schaefer, B. A. Merino, C.& Worrell, F. C. (2009). The factor structure of preschool learning behaviors scale scores in Peruvian children. Canadian Journal of School Psychology, 24(4), 318–331.
Haimovitz, K. Wormington, S.& Corpus, J. (2011). Dangerous mindsets: How beliefs about intelligence predict motivational change. Learning and Individual Differences, 21(6), 747-752.
Hamre, B. K.& Pianta, R. C. (2007). Learning opportunities in preschool and early elementary classrooms. In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 49–84). Baltimore: Brookes.
Hokoda, A.& Fincham, F. D. (1995). Origins of children's helpless and mastery achievement patterns in the family. Journal of Educational Psychology, 87(3), 375-385.
Howell, A. J. (2009). Flourishing: Achievement-related correlates of students' well-being. Journal of Positive Psychology, 4(1), 1-13.
Kamins, M.& Dweck, C. (1999). Person vs. process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35(3),-847-835.
Kristjánsson, K. (2012). Positive psychology and positive education: Old wine in new bottles? Educational Psychologist, 47(2), 86-105.
Marulis, L. M.& Neuman, S. B. (2010). The effects of vocabulary intervention on young children's word learning: A meta-analysis.Review of Educational Research, 80(3),300- 335.
McDermott, P. A. (1999). National scales of differential learning behaviors among American children and adolescents. School Psychology Review, 28(2), 280–291.
McDermott, P. A. Leigh, N. M.& Perry, M. A. (2002). Development and validation of thepreschool learning behaviors scale. Psychology in the Schools, 39(4), 353-365.
McWilliams, E. C. (2014). Self-efficacy, implicit theory of intelligence, goal orientation and the ninth grade experience. Unpublished Doctoral Dissertation, the School of Education, College of Professional Studies, Northeastern University, Boston, Massachusetts.
Moorman, E.A.& Pomerantz, E.M. (2010). Ability mindsets influence the quality of mothers’ involvement in children’s learning: An experimental investigation. Developmental Psychology, 46(5), 1354-1362.
Norrish, J. M. Williams, P. O’Connor, M.& Robinson, J. (2013). An applied framework for positive education. International Journal of Wellbeing, 3(2), 147-161.
Nussbaum, A.& Dweck, C. (2008). Defensiveness vs. remediation: Self-theories and modes of self-esteem maintenance. Personality and Social Psychology Bulletin,34(5), 599-612
Pintrich, P. R.& Schunk, D. H. (2002). Motivation in education: Theory,research, and applications. 2nd edition, Upper Saddle River, NJ: PrenticeHall.
Pomerantz, E. M.& Dong, W. (2006). Effects of mothers' perceptions of children's competence: The moderating role of mothers' theories of competence. Developmental Psychology, 42(5), 950-961.
Pomerantz, E. M. Moorman, E. A.& Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77(3), 373-410.
Pomerantz, E. M. Ng, F.& Wang, Q. (2006). Mothers' mastery-oriented involvement in children's home work: Implications for the well-being of children with negative perceptions of competence. Journal of Educational Psychology, 98(1), 99–111.
Schaefer, B. A. (2004). A demographic survey of learning behaviors among American students. School Psychology Review, 33(4), 481-497.
Schaefer, B. A.& McDermott, P. A. (1999). Learning behavior and intelligence as explanations for children’s scholastic achievement. Journal of School Psychology, 37(3), 299-313.
Schaefer, B. A. Shur, K. F. Macri-Summers, M.& MacDonald, S. L. (2004). Preschool children’s learning behaviors, concept attainment, social skills, and problem behaviors: Validity evidence for Preschool Learning Behaviors Scale scores. Journal of Psychological Assessment, 22(1), 15-32.
Seligman, M. Ernst, R. Gillham, J. Reivich, K.& Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293-311.
Steinmayr, R.& Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19(1), 80-90
Tough, P. (2012). How children succeed: Grit, curiosity, and the hidden power of character. New York, NY: Houghton Mifflin Harcourt.
Valentiner, D. Mounts, N. Durik, A.& Gier-Lonsway, S. (2011). Shyness mindset: Applying mindset theory to the domain of inhibited social behavior. Personality and Individual Differences, 50(8), 1174-1179.
Yeager, D. S.& Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81(2), 267–301.
)