Dweck, C.S, & Wagner, A.R. (1970). Situational cues and the correlation between CS and US as determinants of the conditioned emotional response. Psychonomic Science, 18, 145-147.

Dweck, C.S., & Reppucci, N.D. (1973). Learned helplessness and reinforcement responsibility in children. Journal of Personality and Social Psychology, 25, 109-116.

Langer, E.J., & Dweck, C.S. Personal politics. Englewood Cliffs, New Jersey: Prentice Hall.

*Dweck, C.S. (1975). The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 31,, 674-685. (*Citation Classic).

Dweck, C.S. & Gilliard, D. (1975). Expectancy statements as determinants of reactions to failure: Sex differences in persistence and expectancy change. Journal of Personality and Social Psychology, 32, 1077-1084.

Bush, E.S., & Dweck, C.S. (1975). Reflections on conceptual tempo: The relationship between cognitive style and performance as a function of task characteristics. Developmental Psychology, 11, 567-574.

Dweck, C.S. (1976). Children’s interpretation of evaluative feedback: The effect of social cues on learned helplessness. In C.S. Dweck, K.T. Hill, W.H. Redd, W.M Steinman, & R.D. Parke (Eds.), The impact of social cues on children’s behavior. Merrill-Palmer Quarterly, 22, 83-92.

Dweck, C.S., & Bush, E.S. (1976) Sex differences in learned helplessness: (I) Differential debilitation with peer and adult evaluators. Developmental Psychology, 12, 147-156.

Dweck, C.S. (1977) Learned helplessness and childhood depression: A developmental approach. In J.G. Schulterbrandt and A Raskin (Eds.), Depression in childhood: Diagnosis, treatment and conceptual models. New York: Raven Press.

Nelson, S., & Dweck, C.S. (1977). Motivation and competence as determinants of young children’s reward allocation. Developmental Psychology, 13, 192-197.

Dweck, C.S., Davidson, W., Nelson, S., & Enna, B. (1978). Sex differences in learned helplessness: (II) The contingencies of evaluative feedback in the classroom and (III) An experimental analysis. Developmental Psychology, 14, 268-276.

Dweck, C.S., & Goetz, T.E. (1978). Attributions and learned helplessness. In J. Harvey, W. Ickes, & R. Kidd (Eds.) New directions in attribution research (Vol. 2). Hillsdale, NJ: Erlbaum.

*Diener, C.I., & Dweck, C.S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451-462. (*Citation Classic).

Dweck, C.S. (1978). Achievement. In M.E. Lamb (Ed.) Socio-personality development. New York: Holt, Rinehart, Winston.

Herzberger, S. & Dweck, C.S. (1978). Attraction and delay of gratification. Journal of Personality, 46, 215-227.

Dweck, C.S., & Licht, B.G. (1980). Learned helplessness and intellectual achievement. In M.E.P. Seligman and J. Garber (Eds.), Human helplessness: Theory and application. New York: Academic Press.

Goetz, T.E., & Dweck, C.S. (1980). Learned helplessness in social situations. Journal of Personality and Social Psychology, 39, 246-255.

Dweck, C.S., Goetz, T.E., & Strauss, N. (1980). Sex differences in learned helplessness: (IV) An experimental and naturalistic study of failure generalization and its mediators. Journal of Personality and Social Psychology, 38, 441-452.

Diener, C.I., & Dweck, C.S. (1980). An analysis of learned helplessness: (II) The processing of success. Journal of Personality and Social Psychology, 39, 940-952.

Dweck, C.S. (1981) Social-cognitive processes in children’s friendships. In S.R. Asher and J.M. Gottman (Eds.) The development of children’s friendships. New York: Cambridge University Press.

Dweck, C.S., & Wortman, C. (1982) Learned helplessness, anxiety, and achievement motivation: Neglected parallels in cognitive, affective, and coping responses. In H.W. Krohne and L. Laux (Eds.), Achievement, stress, and anxiety. Washington, DC: Hemisphere.

Dweck, C.S., & Elliott, E.S. (1983). Achievement motivation. In P. Mussen and E.M. Hetherington (Eds.), Handbook of child psychology. New York: Wiley.

Dweck, C.S., & Bempechat, J. (1983). Children’s theories of intelligence: Implications for learning. In S. Paris, G. Olson, and H. Stevenson (Eds.) Learning and motivation in children. Hillsdale, NJ: Erlbaum.

Licht, B.G., & Dweck, C.S. (1984). Determinants of academic achievement: The interaction of children’s achievement orientations with skill area. Developmental Psychology, 20, 628-636.

Licht, B.G., & Dweck, C.S. (1984). Sex differences in achievement orientations: Consequences for academic choices and attainments. In M. Marland (Ed.), Sex differentiation and schooling. London: Heinemann.

Dweck, C.S. (1985) Intrinsic motivation, perceived control, and self-evaluation maintenance: An achievement goal analysis. In R. Ames & C. Ames (Eds.), Research on motivation in education, Vol. II. New York: Academic Press.

Benenson, J. & Dweck, C.S. (1986) The development of trait explanations and self-evaluations in the academic and social domains. Child Development, 57, 1179-1189.

Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.

Elliott, E.S., & Dweck, C.S. (1988) Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.

Dweck, C.S., & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality, Psychological Review, 95, 256-273.

Bergen, R., & Dweck, C.S. (1989) The functions of a personality theory. In R. Wyer & T. Srull (Eds.), Advances in social cognition, Vol. II. Hillsdale, NJ: Erlbaum.

Cain, K., & Dweck, C.S. (1989) Children’s theories of intelligence: A developmental model. In R. Sternberg (Ed.) Advances in the study of intelligence. Hillsdale, NJ: Erlbaum.

Dweck, C.S. (1990). Motivation. In R. Glaser and A. Lesgold (Eds.), Foundations for a cognitive psychology of education. Hillsdale, NJ: Erlbaum.

Henderson, V., & Dweck, C.S. (1990). Achievement and motivation in adolescence: A new model and data. In S. Feldman and G. Elliott (Eds.), At the threshold: The developing adolescent. Cambridge, MA: Harvard University Press.

Dweck, C.S. (1991). Self-theories and goals: Their role in motivation, personality, and development. In R. Dienstbier (Ed.), Nebraska symposium on motivation. Lincoln, Nebraska: University of Nebraska Press.

Dweck, C.S. (1992). The study of goals in psychology. Psychological Science, 3, 165-166.

Heyman, G.D., & Dweck, C.S. (1992). Achievement goals and intrinsic motivation: Their relation and their role in adaptive motivation. Motivation and Emotion, 16, 231-247.

Heyman, G.D., Dweck, C.S., & Cain, K. (1992) Young children’s vulnerability to self-blame and helplessness. Child Development, 63, 401-415.

Dweck, C.S., Hong, Y.Y., & Chiu, C.Y. (1993) Implicit theories and individual differences in the likelihood and meaning of dispositional inference. Personality and Social Psychology Bulletin, 19, 644-656.

Erdley, C.S. & Dweck, C.S. (1993). Children’s implicit theories as predictors of their social judgments. Child Development, 64, 863-878.

Chiu, C.Y., Hong, Y.Y., & Dweck, C.S. (1994). Toward an integrative model of personality and intelligence: A general framework and some preliminary steps. In R. Sternberg & G. Ruzgis (Eds.) Personality and intelligence. New York: Cambridge.

Heyman, G. D., & Dweck, C.S. (1994). The development of achievement motivation. In F. Weinert (Ed.), International encyclopedia of education. London: Pergamon Press.

Smiley, P. A. & Dweck, C.S. (1994). Individual differences in achievement goals among young children. Child Development, 65, 1723-1743.

Hong, Y.Y., Chiu, Y.Y., & Dweck, C.S. (1995). Implicit theories of intelligence: Reconsidering the role of confidence in achievement motivation. In M. Kernis (Ed.), Efficacy, agency, and self-esteem. New York: Plenum.

Ruble, D.N. and Dweck, C.S. (1995). The development of self-conceptions and person conceptions. In N. Eisenberg (Ed.), Review of Personality and Social Psychology, Vol 15: Social Development. Thousand Oaks, CA: Sage.

Dweck, C. S., Chiu, C., and Hong, Y. (1995). Implicit theories and their role in judgments and reactions: A world from two perspectives. Psychological Inquiry, 6, 267-285.

Dweck, C. S., Chiu, C., and Hong, Y. (1995). Implicit theories: Elaboration and extension of the model. Psychological Inquiry, 6, 322-333.

Burhans, K. and Dweck, C.S. (1995). Helplessness in early childhood: The role of contingent worth. Child Development, 66, 1719-1738.

Cain, K. & Dweck, C.S. (1995). The development of children’s achievement motivation patterns and conceptions of intelligence. Merrill-Palmer Quarterly, 41, 25-52.

Dweck, C.S. (1996) Implicit theories as organizers of goals and behavior. In P. Gollwitzer and J. Bargh (Eds.), The psychology of action: Linking cognition and motivation to behavior. New York: Guilford.

Dweck, C. S. (1996). Capturing the dynamic nature of personality. Journal of Research in Personality, Special Issue: The Future of Personality, 30, 348-362.

Dweck, C.S. (1996). Social motivation: Goals and social-cognitive processes. In J. Juvonen and K. Wentzel (Eds.) Social Motivation. New York: Cambridge University Press.

Erdley, C., Cain, K., Loomis, C., Dumas-Hines, F., & Dweck, C.S. (1997). The relations among children’s social goals, implicit personality theories and response to social failure. Developmental Psychology., 33, 263-272.

Chiu, C., Hong, Y., & Dweck, C.S. (1997). Lay dispositionism and implicit theories of personality. Journal of Personality and Social Psychology, 73, 19-30.

Hong, Y., Chiu, C., & Dweck, C.S. (1997). Implicit theories and evaluative encoding of information. Journal of Experimental Social Psychology, 33, 296-323.

Chiu, C., Dweck, C.S., Tong, J. Y., & Fu, J.H. (1997). Implicit theories and conceptions of morality. Journal of Personality and Social Psychology, 73, 73, 923-940.

Heyman, G.D., & Dweck, C.S. (1998). Children’s thinking about traits: Implications for judgments of the self and others. Child Development. 64, 391-403.

Levy, S., & Dweck, C.S. (1998). Trait-focused and process-focused social judgment. Social Cognition (Special Issue: Implicit Theories and Social Judgment), 16, 151-172.

Levy, S., Stroessner, S., and Dweck, C.S. (1998). Stereotype formation and endorsement: The role of implicit theories. Journal of Personality and Social Psychology, 74, 1421-1436.

Mueller, C. M. & Dweck, C. S. (1998). Intelligence praise can undermine motivation and performance. Journal of Personality and Social Psychology, 75, 33-52.

Heckhausen, J., & Dweck, C. S. (Eds.) (1998). Motivation and self-regulation across the life span. Cambridge: Cambridge University Press.

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 life span. Cambridge: Cambridge University Press (pp. 257-280).

Gervey, B., Chiu, C., Hong, Y, & Dweck, C. S. (1999). Differential use of person information in decision-making about guilt vs. innocence: The role of implicit theories. Personality and Social Psychology Bulletin, 25, 17-27.

Dweck, C.S. (1999). Self-Theories: Their role in motivation, personality and development. Philadelphia: Taylor and Francis/Psychology Press.

Levy, S., Plaks, J.E., & Dweck, C.S. (1999). Modes of social thought: Implicit theories and social understanding. In S. Chaiken & Y. Trope (Eds.), Dual process models in social psychology, New York: Guilford Press (pp. 179-202).

Grant, H. & Dweck, C.S. (1999). A goal analysis of personality and personality coherence. In D. Cervone and Y. Shoda (Eds.) Social-cognitive approaches to personality coherence. New York: Guilford Press (pp. 345-371).

Kamins, M. & Dweck, C.S. (1999). Person vs. process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35, 835-847.

Dweck, C.S. (1999). Caution: Praise can be dangerous. American Educator, 23, No 1, 4-9.

Grant, H. & Dweck, C.S. (1999). Content vs. structural models of self-regulation. In Wyer, R.S. (Ed.), Advances in social cognition.

Dweck, C. S. & Sorich, L. (1999). Mastery-oriented thinking. In C.R. Snyder (Ed.), Coping. New York: Oxford University Press.

Levy, S. R. & Dweck, C. S. (1999). Children’s static vs. dynamic person conceptions as predictors of their stereotype formation. Child Development, 70, 1163-1180.

Hong, Y.Y., Chiu, C., Dweck, C.S., Lin, D., & Wan, W. (1999) Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77, 588-599.

Molden, D., & Dweck, C.S. (2000). Meaning and motivation. In C. Sansone & J. Harackiewicz (Eds.), Intrinsic motivation. San Diego, CA: Academic Press.

Dweck, C.S. (2000). Teorie del se': Intelligenza, motivazione, personalita' e sviluppo. Trento, Italy: Erickson. (Translation of Dweck, C.S. (1999). Self-Theories: Their role in motivation, personality and development. Philadelphia: Taylor and Francis/Psychology Press.)

Grant, H., & Dweck, C.S. (2001). Cross-cultural response to failure: Considering outcome attributions within different goals. In F. Salili, C. Chiu, & Y. Hong (Eds.), Student motivation: The culture and context of learning. New York: Plenum.

Levy, S., Plaks, J., Chiu, C., Hong, Y., & Dweck, C.S. (2001). Static versus dynamic theories and the perception of groups: Different routes to different destinations. Personality and Social Psychology Review., 5, 156-168.

Plaks, J., Stroessner, S., Dweck, C.S., & Sherman, J. (2001). Person theories and attention allocation: Preference for stereotypic vs. counterstereotypic information. Journal of Personality and Social Psychology, 80, 876-893.

Dweck, C. S. (2002). Beliefs that make smart people dumb. In R. J. Sternberg (Ed.). Why smart people do stupid things. New Haven: Yale University Press.

Dweck, C.S. (2002). Messages that motivate: How praise molds students' beliefs, motivation, and performance (In Surprising Ways). In J. Aronson (Ed.), Improving academic achievement. New York: Academic Press.

Dweck, C.S. (2002). The development of ability conceptions. In A. Wigfield & J. Eccles (Eds.), The development of achievement motivation. New York: Academic Press.

Plaks, J., Levy, S., & Dweck, C.S. , & Stroessner (2002). In the eye of the beholder: Implicit theories and the perception of groups. In V. Yzerbyt, O. Corneille, & C. Judd (Eds.), The psychology of group perception. New York: Psychology Press.

Dweck, C.S., Higgins, E.T., & Grant, H. (2002). Self-systems give unique meaning to self-variables. In M. Leary & J. Tangney (Eds.). Handbook of self and identity.

Grant, H. & Dweck, C.S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541-553.

Dweck, C.S. (2003). Ability conceptions, motivation, and development. British Journal of Educational Psychology (Special Issue: Motivation and Development).

Dweck, C.S., Mangels, J., & Good, C. (2004). Motivational effects on attention, cognition, and performance. In D.Y. Dai & R.J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrated perspectives on intellectual functioning. Mahwah, NJ: Erlbaum.

Dweck, C.S., & London, B.E. (2004). The role of mental representation in social development. Merrill-Palmer Quarterly (50th Anniversary Issue), 50, 428-444.

[Reprinted in G. Ladd (Ed.), Appraising past, present, and prospective research agendas in the human development sciences. Detriot: Wayne State University Press.)

Elliot, A., & Dweck, C.S. (Eds.) (2005). The handbook of competence and motivation. New York: Guilford.

Dweck, C.S., & Molden, D.C. (2005). Self-Theories: Their impact on competence motivation and acquisition. In A. Elliot & C.S. Dweck (Eds.), The handbook of competence and motivation. New York: Guilford.

Plaks, J.E, Grant, H., & Dweck, C.S. (2005). Violations of implicit theories and the sense of prediction and control: Implications for motivated person perception. Journal of Personality and Social Psychology, 88, 245-262.

Good, C., & Dweck, C.S. (2006). A motivational approach to reasoning, resilience, and responsibility. In R. Subotnik & R. Sternberg (Eds.), The other 3 R’s: Reasoning, resilience, and responsibility. Washington, D.C.: American Psychological Association.

Dweck, C.S., & Grant, H. (2006). Self-theories, goals, and meaning. In J. Shah & W. Gardner (Eds.), The handbook of motivational science. New York: Guilford.

Lawrence, J.S., Crocker, J., & Dweck, C.S. (2006). How stereotypes influence the meaning students give to academic settings. In G. Downey, J. Eccles, & C. Chatman (Eds.) Navigating the future: Social identity, coping, and life tasks. New York: Russell Sage.

Good, C., Dweck, C.S., & Aronson, J. (2006, in press). Social identity, stereotype threat, and self-theories. In A. Fuligni (Ed.), Social categories, identities, and educational participation. New York: Russell Sage.

Dweck, C.S. (2006, in press). Self-theories: The mindset of a champion. In Morris, T., Terry, P, & Gordon, S. (Eds.), Promoting Health and Performance for Life: Invited Papers from the ISSP 11th World Congress of Sport Psychology. Morgantown, WV: Fitness Information Technology.

Dweck, C.S. (2006, in press). Is math a gift? Beliefs that put females at risk. In S.J. Ceci and W. Williams (Eds.) Are sex differences in cognition responsible for the underrepresentation of women in scientific careers? Washington, DC: American Psychological Association.

Molden, D.C., Plaks, J.E., & Dweck, C.S. (2006, in press). “Meaningful” social inferences: Effects of implicit theories on inferential processes. Journal of Experimental Social Psychology.

Molden, D.C., & Dweck, C.S. (2006, in press). Finding “meaning” in psychology: A lay theories approach to self-regulation, social perception, and social development. American Psychologist.

Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2006, in press). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development.

Olson, K., Banaji, M., Dweck, C.S., & Spelke, E. (2006, in press). Children’s biased evaluations of lucky vs, unlucky people and their social groups. Psychological Science.

Dweck, C.S. (2006). Mindset. New York: Random House

(to be published also in Germany, The Netherlands, Brazil, Taiwan, Japan, Korea, Denmark, Israel, & Norway)

Mangels, J. A., Butterfield, B., Lamb, J., Good, C.D., & Dweck, C.S. (2006). Why do beliefs about intelligence influence learning success? A social-cognitive-neuroscience model. Social Cognitive Affective Neurosience (submitted).