Blackwell, L., Trzniewski, K., & Dweck, C. (2007). Implicit theories predict achievement across an adolescent transition: a longitudinal study. Child Development, 78, 246-263.
Burke, M. & Sass, T. (2006). Classroom peer effects and student achievement. Paper presented at the annual meeting of the American Economic Association, Boston, USA.
Butin, D. (2005). Service learning in higher education. New York: Palgrave Macmillan.
Darnon, C., Butera, F., & Harackiewicz, J. (2006). Achievement goals in social interactions: Learning with mastery versus performance goals. Motivation and Emotion, 31, 61-70.
Dweck, C. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.
Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House.
Dowson, M. & McInerney, D. (2003). What do students say about their motivational goals? Toward a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology, 28, 91-113.
Garner, R., Brown, R., Sanders, S. & Menke, D. (1992). “Seductive details” and learning from text. In A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development, pp. 239-254. Mahwah, NJ: Erlbaum.
Guthrie, J., Wigfield, A., & Humenick, N. (2006). Influences of stimulating tasks on reading motivation and comprehension. Journal of Educational Research, 99, 232-245.
Harp, S. & Mayer, R. (1998). How seductive details do their damage. Journal of Educational Psychology, 90, 414-434.
Harackiewicz, J., Barron, K., Tauer, J., & Elliot, A. (2002). Short-term and long-term consequences of achievement goals. Journal of Educational Psychology, 92, 316-320.
Hidi, S. & Renninger, A. (2006). A four-phase model of interest development. Educational Psychology, 41, 111-127.
Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, and under what conditions, and at what cost? Journal of Educational Psychology, 93, 77-86.
Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology. Retrieved from http://dl.dropbox.com/u/31779972/Emerging%20Perspectives%20on%20Learning%2C%20Teaching%2C%20and%20Technology.pdf
Reynolds, P. & Symons, S. (2001). Motivational variables and children's text search. Journal of Educational Psychology, 93, 14-22.
Sanchez, C. & Wiley, J. (2006). An examination of the seductive details effect in terms of working memory capacity. Memory and Cognition, 34, 344-355.
Schunk, D., Pintrich, P., Meese, J. (2008). Motivation in education: Theory, research and applications. New York: Pearson Professional.
Urdan, T. (2004). Predictors of self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture. Journal of Educational Psychology, 96, 251-254.
Weiner, B. (2005). Motivation from an attribution perspective and the social psychology of perceived competence. In A. Elliot & C. Dweck (Eds.), Handbook of Competence and Motivation, pp. 73-84. New York: Guilford Press.
Weiner, B. (1992). Human motivation. Newbury Park, CA: Sage.
Wolters, C. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236-250.