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Measuring the Meaning of Grades: An Initial Investigation Into the Reliability and Validity of the Meaning of Grades Scale
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Measuring Meaning 19
References
Dweck, C. S. (1998). The development of early self-conceptions: Their relevance for
motivational processes. In J. Heckhausen & C. S. Dweck (Eds.), Motivation and
self-regulation across the lifespan (pp. 257-280). New York: Cambridge
University Press.
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality and
development. Lillington, NC: Edward Brothers.
Dweck, C. S., Chui, C. & Hong, Y. (1995). Implicit theories: Elaboration and extension
of the model. Psychological Inquiry, 6, 322-333.
Dweck, C. S. & Legget, E. L. (1988). A social-cognitive approach to motivation and
personality. Psychological Review, 95, 256-273.
Eison, J. A. (1981). A new instrument for assessing students’ orientation towards grades
and learning. Psychological Reports, 48, 919-924.
Elliot, E. S. & Dweck, C. S. (1988). Goals: An approach to motivation and
achievement. Journal of Personality and Social Psychology, 54, 5-12.
Goulden, N. R. & Griffin, C. J. G. (1995). The meaning of grades based on faculty and
student metaphors. Communication Education, 44(2), 110-125.
Goulden, N. R., & Griffin, C. J. G. (1997). Comparison of university faculty and student
beliefs about the meaning of grades. Journal of Research and Development in
Education, 31, 27-37.
Goulden, N. R., & Griffin, C. J. G. (1999, April). Teacher critical incident conversations
with students about grades: Beliefs, themes and strategies. Paper presented at the
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| | Authors: Sabee, Christina. |
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Measuring Meaning 19
References
Dweck, C. S. (1998). The development of early self-conceptions: Their relevance for
motivational processes. In J. Heckhausen & C. S. Dweck (Eds.), Motivation and
self-regulation across the lifespan (pp. 257-280). New York: Cambridge
University Press.
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality and
development. Lillington, NC: Edward Brothers.
Dweck, C. S., Chui, C. & Hong, Y. (1995). Implicit theories: Elaboration and extension
of the model. Psychological Inquiry, 6, 322-333.
Dweck, C. S. & Legget, E. L. (1988). A social-cognitive approach to motivation and
personality. Psychological Review, 95, 256-273.
Eison, J. A. (1981). A new instrument for assessing students’ orientation towards grades
and learning. Psychological Reports, 48, 919-924.
Elliot, E. S. & Dweck, C. S. (1988). Goals: An approach to motivation and
achievement. Journal of Personality and Social Psychology, 54, 5-12.
Goulden, N. R. & Griffin, C. J. G. (1995). The meaning of grades based on faculty and
student metaphors. Communication Education, 44(2), 110-125.
Goulden, N. R., & Griffin, C. J. G. (1997). Comparison of university faculty and student
beliefs about the meaning of grades. Journal of Research and Development in
Education, 31, 27-37.
Goulden, N. R., & Griffin, C. J. G. (1999, April). Teacher critical incident conversations
with students about grades: Beliefs, themes and strategies. Paper presented at the
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