The message matters: The role of implicit beliefs about giftedness and failure experiences in academic self-handicapping
Journal of Educational Psychology (2014) - Comment
doi: 10.1037/a0034553  issn: 1939-2176  issn: 0022-0663 

Kate E. Snyder, Jenessa L. Malin, Amy L. Dent, Lisa Linnenbrink-Garcia