Promoting a growth mindset decreases behavioral self-handicapping among students who are on the fixed side of the mindset continuum

Autor: Lilla Török, Zsolt Péter Szabó, Gábor Orosz

Publikováno v: Scientific Reports, Vol 12, Iss 1, Pp 1-8 (2022)

Abstract The present study examined the interplay between chronic intelligence beliefs, manipulated intelligence beliefs and self-handicapping processes. Prior studies showed that holding more of a fixed intelligence theory makes one vulnerable to re

Externí odkaz: https://doaj.org/article/033685bc4abe4274a55e9c0d3e00fd48

Retrieval of a well-established skill is resistant to distraction: Evidence from an implicit probabilistic sequence learning task.

Autor: Teodóra Vékony, Lilla Török, Felipe Pedraza, Kate Schipper, Claire Pleche, László Tóth, Karolina Janacsek, Dezso Nemeth

Publikováno v: PLoS ONE, Vol 15, Iss 12, p e0243541 (2020)

The characteristics of acquiring new sequence information under dual-task situations have been extensively studied. A concurrent task has often been found to affect performance. In real life, however, we mostly perform a secondary task when the prima

Externí odkaz: https://doaj.org/article/e6291937d3254b86b78c6a4f5feb9bc8

Brief Growth Mindset and Mindfulness Inductions to Facilitate Task Persistence After Negative Feedback

Autor: Tamás Nagy, Kata Sik, Lilla Török, Beáta Bőthe, Zsofia K. Takacs, Gábor Orosz

Publikováno v: Takacs, Z K 2023, ' Brief growth mindset and mindfulness inductions to facilitate task persistence after negative feedback ', Collabra, vol. 9, no. 1, 74253 . https://doi.org/10.1525/collabra.74253

Negative feedback in academic settings is often unavoidable, although it may directly interfere with the ultimate goal of education, as setbacks can diminish motivation, and may even lead to dropping out of school. Previous research suggests that cer

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::859e6fdae86533d62919f113667f3672
https://doi.org/10.1525/collabra.74253

A critical review of the literature on academic self-handicapping: theory, manifestations, prevention and measurement

Autor: László Tóth, Zsolt Péter Szabó, Lilla Török

Publikováno v: Social Psychology of Education. 21:1175-1202

Academic self-handicapping is a very popular subject of research in educational psychology, in which a growing number of related findings are reported. However, apart from a recent meta-analysis (Schwinger et al. in J Educ Psychol 106(3):744–761, 2

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::dcdffc7d1fb10a5d6b5b1ff207ffcca8
https://doi.org/10.1007/s11218-018-9460-z

Az önakadályozás pszichológiája

Autor: Lilla Török, Zsolt Péter Szabó, Judit Boda-Ujlaky

Publikováno v: Magyar Pszichológiai Szemle. 71:513-540

Önakadályozásnak nevezzük azt a jelenséget, amikor bizonyos körülmények között adott személyiségváltozókkal jellemezhető egyének fontos teljesítményhelyzetek előtt saját maguk által felállított akadályokkal hátráltatják az

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::7c9625888a2f48fbf1cc60f9162d5d49
https://doi.org/10.1556/0016.2016.71.3.6