Articles used to update and expand the research base for Guidelines 3.0 are noted with an asterisk (*).

Albiladi, W. S., & Al-Ghamdi, M. (2022). Feedback techniques in English writing course: Exploring adult English Language Learners’ perceptions and experiences. Journal of Language and Linguistic Studies, 18(3).*

Ames, C. A. (1990). Motivation: What teachers need to know. Teachers College Record, 91(3), 409-421.

Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67(3), 1206-1222.

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ:Prentice Hall.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.

Bangert-Downs, R. L., Kulik, C., Kulick, J. A., & Morgan, M. (1991). The instructional effects of feedback in test-like events. Review of Educational Research, 61(2), 213-238.

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.

Borkowski, J. G., Weyhing, R. S., & Turner, L. A. (1986). Attributional retraining and the teaching of strategies.Exceptional Children, 53(2), 130-137.

Butler, R. (2005). Competence assessment, competence, and motivation between early and middle childhood. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 202-221). New York, NY: Guilford Press.

Chapin, M., & Dyck, D. G. (1976). Persistence in children's reading behavior as a function of N length and attribution retraining. Journal of Abnormal Psychology, 85(5), 511-515.

Cimpian, A., Arce, H. M., Markman, E. M., & Dweck, C. S. (2007). Subtle linguistic cues affect children's motivation. Psychological Science : A Journal of the American Psychological Society / APS, 18(4), 314-316.

Collaborative for Academic, Social, and Emotional Learning. (2003). Safe and sound: An educational Leader’s guide to evidence-based social and emotional learning (SEL) programs. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.

Craske, M. L. (1988). Learned helplessness, self-worth motivation and attribution retraining for primary school children. The British Journal of Educational Psychology, 58 (Pt. 2), 152-164.

Craven, R. G., Marsh, H. W., & Debus, R. L. (1991). Effects of internally focused feedback and attributional feedback on enhancement of academic self-concept. Journal of Educational Psychology, 83(1), 17-27.

Deci, E. L., & Moller, A. C. (2005). The concept of competence: A starting place for understanding intrinsic motivation and self-determined extrinsic motivation. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 579-597). New York, NY: Guilford Press.

Duchardt, B. A., Deshler, D. D., & Schumaker, J. B. (1995). A strategic intervention for enabling students with learning disabilities to identify and change their ineffective beliefs. Learning Disability Quarterly, 18(3), 186-201.

Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.

Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Taylor & Francis Group.

El-Alayli, A., & Baumgardner, A. (2003). If at first you don't succeed, what makes you try,try again? effects of implicit theories and ability feedback in a performance-oriented climate. Self & Identity, 2(2), 119-135.

Fowler, J. W., & Peterson, P. L. (1981). Increasing reading persistence and altering attributional style of learned helpless children. Journal of Educational Psychology, 73(2), 251-260.

Fulk, B. J. M., & Mastropieri, M. A. (1990). Training positive attitudes:" I tried hard and did well!". Intervention in School and Clinic, 26(2), 79-83.

Fyrstén, S., Nurmi, J. E., & Lyytinen, H. (2006). The role of achievement beliefs and behaviours in spontaneous reading acquisition. Learning and Instruction, 16(6), 569-582.

Guthrie, J. T., & Cox, K. E. (2001). Classroom conditions for motivation and engagement in reading. Educational Psychology Review, 13(3), 283-302.

Harter, S. (1990). Causes, correlates, and the functional role of self-worth: A life-span perspective. In R. J. Sternberg, & J. Kolligian (Eds.), Competence considered (pp. 67-97). New Haven, CT: Yale University Press.

Heyman, G. D., Dweck, C. S., & Cain, K. M. (1992). Young children's vulnerability to self-blame and helplessness:Relationship to beliefs about goodness. Child Development, 63(2), 401-415.

Horner, S. L., & Gaither, S. M. (2004). Attribution retraining instruction with a second-grade class. Early Childhood Education Journal, 31(3), 165-170.

Hughes, C. A., Ruhl, K. L., Schumaker, J. B., & Deshler, D. D. (2002). Effects of instruction in an assignment completion strategy on the homework performance of students with learning disabilities in general education classes. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 17(1), 1-18.

Kennelly, K. J. (1981). Reinforcement schedules, effort vs. ability attributions, and persistence. Paper presented at the Annual Convention of the American Psychological Association, Los Angeles, CA.

Kline, F. M., Schumaker, J. B., & Deshler, D. D. (1991). Development and validation of feedback routines for instructing students with learning disabilities. Learning Disability Quarterly, 14(3), 191-207.

Lackaye, T., Margalit, M., Ziv, O., & Ziman, T. (2006). Comparisons of self-efficacy, mood, effort, and hope between students with learning disabilities and their non-LD-matched peers. Learning Disabilities Research & Practice, 21(2), 111-121.

Lee, J. K., & Lee, W. K. The relationship of e-Learner’s self-regulatory efficacy and perception of e-learning environmental quality. Computers in Human Behavior, 24(1), 32-47.

Linnenbrick, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313-327.

Linnenbrick, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19(2), 119-137.

Loper, A. B. (1984). Accuracy of learning disabled students’ self-prediction of decoding. Learning Disability Quarterly, 7(2), 172-178.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Researched-based strategies for increasing student achievement. Virginia: Association for Supervision and Curriculum Development.

McTighe, J., & O’Connor, K. (2005). Seven practices for effective learning. Educational Leadership, 63(3), 10-17.

Meltzer, L., Roditi, B., Houser, R. F., & Perlman, M. (1998). Perceptions of academic strategies and competence in students with learning disabilities. Journal of Learning Disabilities, 31(5), 437-451.

Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88(2), 203-214.

Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75(1), 33-52.

Okolo, C. M. (1992). The effects of computer-based attribution retraining on the attributions, persistence, and mathematics computation of students with learning disabilities. Journal of Learning Disabilities, 25(5), 327-334.

Onosko, J. J., & Jorgenson, C. M. (1998). Unit and lesson planning in the inclusive classroom: Maximizing learning opportunities for all students. In C. M. Jorgenson (Ed.), Restructuring high schools for all students: Taking inclusion to the next level (pp. 71-105). Baltimore, Maryland: Paul H. Brookes Publishing Co.

Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving.Contemporary Educational Psychology, 20(4), 426-443.

Pflaum, S. W., & Pascarella, E. T. (1982). Attribution retraining for learning disabled students: Some thoughts on the practical implications of the evidence. Learning Disability Quarterly, 5(4), 422-426.

Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children's perceptions. Journal of Personality and Social Psychology, 50, 550-558.

Salomon, G. (1984). Television is "easy" and print is "tough": The differential investment of mental effort in learning as a function of perceptions and attributions. Journal of Educational Psychology, 76(4), 647-658.

Schunk, D. H., & Cox, P. D. (1986). Strategy training and attributional feedback with learning disabled students.Journal of Educational Psychology, 78(3), 201-209.

Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic functioning. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 85-104). New York, NY: Guilford Press.

Schunk, D. H., & Rice, J. M. (1993). Strategy fading and progress feedback: Effects on self-efficacy and comprehension among students receiving remedial reading services. The Journal of Special Education, 27(3), 257-276.

Schunk, D. H., & Zimmerman, B. J. (1997). Developing self-efficacious readers and writers: The role of social and self-regulatory processes. In J. T. Guthrie, & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 34-50). Newark, DE: International Reading Association.

Schunk, D. H. (1982). Effects of effort attributional feedback on children. Journal of Educational Psychology, 74(4), 548-556.

Schunk, D. H. (1983). Ability versus effort attribution feedback: Differential effects on self-efficacy and achievement. Journal of Educational Psychology, 75(6), 848-856.

Schunk, D. H. (1984). Sequential attributional feedback and children. Journal of Educational Psychology, 76(6), 1159-1169.

Shih, S. (2007). The role of motivational characteristics in taiwanese sixth graders' avoidance of help seeking in the classroom. Elementary School Journal, 107(5), 473-495.

Stipek, D., & Heidi Gralinski, J. (1996). Children's beliefs about intelligence and school performance. Journal of Educational Psychology, 88(3), 397-407.

Stipek, D. J., & Gralinski, J. H. (1991). Gender differences in children's achievement-related beliefs and emotional responses to success and failure in mathematics. Journal of Educational Psychology, 83(3), 361-371.

Stipek, D. J. (1996). Motivation and instruction. In D. C. Berliner, & R. C. Calfee (Eds.), Handbook of educational psychology. (pp. 85-113). New York: Simon & Schuster/Macmillan.

Surber, C. F. (1980). The development of reversible operations in judgments of ability, effort, and performance.Child Development, 51(4), 1018-1029.

Syrett, K. (2020, July 23). The language of racism: Why it’s time to get rid of master bedroom, cake walk, grandfather clause. Retrieved from https://www. wbur. org/hereandnow/2020/07/23/language-racism-enslavement.*

Thomas, A., & Pashley, B. (1982). Effects of classroom training on LD students’ task persistence and attributions.Learning Disability Quarterly, 5(2), 133–144.

Vacca, R. T. (2006). They can because they think they can. Educational Leadership, 63(5), 56-59.

Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211-238.

Yasutake, D. (1996). The effects of combining peer tutoring and attribution training on students' perceived self-competence. Remedial and Special Education, 17(2), 83-91.

Zimmerman, B. J., & Kitsantas, A. (2005). The hidden dimension of personal competence: Self regulated learning and practice. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 509-526). New York, NY: Guilford Press.

Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.