Introducing the AI-DEA framework for mental health support and psychological change

As AI-powered wellness and mental health tools become increasingly common, the real challenge is making them helpful, engaging, adaptive—and safe.

Our new conceptual review article introduces the AI-DEA framework, a integrative way to understand how AI design, user engagement, adaptation, and psychological outcomes work together.

The goal: help shape the next generation of AI-supported mental health and wellness tools—grounded in theory, informed by evidence, and designed responsibly.

Read the article: https://doi.org/10.1080/29974100.2026.2726432

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How Can Games Help Bring People from Different Cultures Together?

Making friends across cultures isn’t always easy. Language barriers, uncertainty, and social anxiety can make it difficult for domestic and international students to connect, even when they share the same campus. Our study shows that something as simple as a cooperative board game can help break the ice. Students described gameplay as fun, welcoming, and low-pressure, allowing them to laugh together, work toward shared goals, and get to know one another naturally. As shown in the Figure, these positive experiences reduced anxiety, fostered a sense of belonging, and inspired participants to continue building relationships beyond the game. Students also became more aware of cultural differences and reflected on how to communicate more effectively across cultures. Our findings highlight how cooperative games can serve as a powerful, accessible tool for fostering inclusion, intercultural understanding, and meaningful human connection.

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Does Exposure to Campus Diversity Posters Influence Pro-Diversity Attitudes? And HOW?

A new paper with Kemmerly Chipongian (former MIR lab honour student) is out in JCASP. We found that seeing diversity posters increased perceptions that both peers and the university value diversity, but with different outcomes. When students felt strong peer norms, they were internally motivated to avoid prejudice and showed greater support for diversity policies. When diversity felt driven mainly by institutional norms, students were more externally motivated and showed less appreciation for diversity.

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A new book about mindset in education edited by Leis, A., Haukås, Å., Lou, N. M., & Nakamura, S. is published

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What are the protective factors for perceived group discrimination?

We identified social support as a crucial protective factor for psychological adjustment, which can significantly mitigate the effect of various stressors including perceived discrimination on well-being.

We found that the high-exposure protected group, compared to the high-exposure vulnerable group, exhibited a significantly higher sense of belonging to the university community,  lower levels of depression and anxiety, as well as significantly higher levels of academic engagement.

 

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What is an optimal motivational context?

In our study published in Contemporary Educational Psychology, we (Lou, Lin, & Li, in press) used machine learning to systematically compare a range of contextual factors on different forms of achievement motivation and see if we can identify common factors. Key takeaways:

💡 Achievement motivation thrives in a collective of support. Students are more likely to develop adaptive motivations when they experience positive, combined reinforcement from home, teacher, and peers. This effect is consistent across self-efficacy, learning goals, and task mastery.

📌 While adaptive motivations share common roots, less adaptive motivations (fixed mindsets, performance goal, fear of failure) each have unique patterns—a bit like how “all happy families are alike; each unhappy family is unhappy in its own way.”

🔍 This integrative approach reshapes how we should understand and foster motivation: no single support is enough. Instead, a holistic support is key to student growth.

#AchievementMotivation #EducationalPsychology #MachineLearning

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Does mindset function the same way in different cultures?

We analyze the data from PISA (which includes 78 countries) and found that mindsets work differently depending on the societal norm of mindset. In general, growth mindsets positively predict performance and well-being in societies with a growth mindset norm. But in societies with a fixed-mindset norm, growth mindsets are linked to performance very weakly and well-being negatively. This suggests that students’ growth mindset works better when it pairs with a growth-oriented environment (not just in the classroom but also cultural environment).
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What does it mean to have a mixed mindset?

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How Do Chinese Canadians Cope with Racism during COVID?

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How do mindsets influence the way peoople perceive ESL migrants' speech?

Migrants’ language competence is key to their successful integration into a new society. The general public and employers may rely on their mindsets to make sense of how migrants learn a new language. Those with strong fixed mindsets may be more concerned about whether migrants can feasibly become proficient enough to become contributing members of society. Such fixed mindsets may lead to the misconception that migrants lack the capacity to learn a new language, even though many studies indicate that, with the appropriate training, most newcomers are capable of developing their language skill at least to the level sufficient for daily communication. Although people with fixed mindsets judge the target migrants to have less potential, they are also less likely to blame migrants for their lack of language ability.

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How does culture related to motivation pay off?

In this cross-cultural study published in the Journal of Cross-Cultural Psychology, we found that achievement motivation (mastery goal and fear of failure) is more important in students’ performance and well-being in cultures with high versus low social mobility.

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Publications

Journal Articles, Books, & Book Chapters

 

In press/2026

 

Wu, C. & Lou, N. M. (2026). Optimizing AI-mediated wellness interventions’ design, engagement, and adaptation: Introducing the AI-DEA framework for mental health support and psychological change. Journal of Psychology and AI, 2(1), 2726432.

Lou, N. M. & Justus, B. (in press). Game-mediated intercultural communication: Exploring the socio-psychological mechanisms of collaborative play. Journal of Intercultural Communication Research.

Mede, N. G., Cologna, V., Berger, S., Besley, J., Brick, C., Joubert, M……Lou, N. M., …… TISP Consortium. (in press). Public communication about science in 68 countries: Global evidence on how people encounter and engage with information about science. Science Communication.

Yao, Y., Rong, M., & Lou, N. M. (2026). Can GenAI deliver growth-oriented feedback? Evidence for enhancing learners’ growth mindset and adaptive motivation in second language writing. Journal of Second Language Writing, 73, 101340

Li, J., Costigan, C. L., & Lou, N. M. (in press). A profile of triadic acculturation gaps in Chinese Canadian immigrant families. Journal of Family Psychology.

Unruh, N. U., & Lou, N. M. (2026). The diversity business: Narratives of international student recruitment in Canadian universities. Journal of International Students, 16(14), 229–250.

King, R. B., Lou, N. M., & Barger, M. (2026). Expanding growth mindset research to fulfill its promise in education: International perspectives. Social Psychology of Education, 29, 62.

Lou, N. M. & Chipongian, K. (2026). Does exposure to campus diversity initiatives influence White students’ pro-diversity attitudes and behaviors? Exploring the differential motivational processes of peer and university norms. Journal of Community & Applied Social Psychology, 36(2), e70227.

Miske, O., Abatayo, A. L., Daley, M., Dirzo, M., Fox, N., Haber, N., ……, Lou, N. M., ……., Zupan, Z., Nosek, B. A., & Errington, T. M. (2026). Investigating the reproducibility of the social and behavioural sciences. Nature, 652, 135–142.

Aczel, B., Szaszi, B., Clelland, H., Kovacs, M., Schulz-Kümpel, H., Holzmeister, F……., Lou, N. M., …… Nosek, B. (2026). Investigating the analytical robustness of the social and behavioural sciences. Nature, 652, 135–142.

2025

Leis, A., Haukås, Å., Lou, N. M., & Nakamura, S. (2025). Mindsets in Language Education. Multilingual Matters.

Lou, N. M. (2025). Sustaining growth requires contextual support: The Mindset × Ecological System approach to motivation. Studies in Second Language Learning and Teaching,15(2), 401–426.

Lou, N. M., Chaffee, K. E., & Noels, K. A. (2025). Beyond aptitudes and experiences: The unique role of mindsets in emotions in language classrooms. Learning and Individual Differences, 120, 102688.

Lou, N. M., Justus, B., & Schopper, I. (2025). Intersectional stereotypes of race and migration status: The double standards toward Asian international students. International Journal of Social Psychology, 40(2-3), 626–650.

Ivande, K., Schopper, I., & Lou, N. M. (2025). Integrated approach to group discrimination and protective factors in Asian university students: Implications for mental health. International Journal of Intercultural Relations, 105, 102112. 

Lou, N. M. (2025). Course design for the psychology of migration: Intradisciplinary and experiential approach. Scholarship of Teaching and Learning in Psychology, 713–719.  Preprint    Materials 

Zarrinabadi, N., & Lou, N. M., & Rezazadeh, M. (2025). Rethinking teaching skills: Growth teaching mindsets predict teachers’ positive emotions and effective management in EFL classrooms. Social Psychology of Education, 28, 157.

Khajavy, G. H., & Lou, N. M. (2025). Applying latent profile analysis in foreign language anxiety research: Uncovering hidden groups. Studies in Second Language Learning and Teaching, 15(4), 797–829.

Peters, H., Ahn, T., Gong, R., Lou, N. M., & Harley, J. M. (2025). Anti-harassment policies across Canadian and international medical programs: Strengths, areas for improvement, and a need for standardization. Canadian Medical Education Journal, 16(3), 56–66.

Haghiri-Vijeh, R., Huel, C., Maimets, I. K., Montague, J., Clark, N., Lou, N. M., & Lee, E. O. J. (2025). Strategies to support the mental health and well-being of migrant LGBTQIA+ college and university students: A scoping review protocol. JBI Evidence Synthesis, 10, 11124.

Mede, N. G., Cologna, V., Berger, S., Besley, J., Brick, C. Joubert. M., ……Lou, N.M., ……Zwaan., R. (2025). Perceptions of science, science communication, and climate change attitudes in 68 countries – the TISP dataset. Scientific Data, 12,114.

Cologna, V., Mede, N. G., Berger, S., Besley, J., Maibach, E., ……Lou, N.M., ……Zwaan., R. (2025). Trust in scientists and their role in society: A global assessment in 68 countries. Nature Human Behaviour, 9, 713–730.

Cologna, V., Meiler, S., Kropf C. M., Luthi, S., Mede, N., ….. & TISP Consortium. (2025). Extreme weather event attribution predicts climate policy support across the world. Nature Climate Change, 15, 725–735.

Van Drom, A., & Lou, N. M. (2025). Learning how to learn leads to the belief one can learn: The motivational dynamics of metacognition and language mindset. Leis, A., Haukås, Å., Lou, N. M., & Nakamura, S. (Eds). Mindsets in Language Education (pp. 229-247). Multilingual Matters.      Preprint

2024

Lou, N. M., Lin, Y., Li, L.M.W. (2024). The environment is somewhat alike for different adaptive motivations: Machine learning reveals optimal motivational contexts involve collective support of parents, teachers, and peers. Contemporary Educational Psychology.   Preprint   Materials

Jiang, Y., Tian, L., Lou, N. M. (2024). From growth mindsets to positive outcomes in L2 learning: Examining the mechanisms of autonomous motivation and engagement. System, 127, 103519.

Roseler, L., Kaiser, L., Doetsch, C. Klett, N., Krapp, J.,…… Lou, N. M., ……. Zhang, Y. (2024). The replication database: Documenting the replicability of psychological science. Journal of Open Psychology Data.

Lou, N. M. & Noels, K. A. (2024). Striving to reach the “native speaker standard”: A growth belief may mitigate some deleterious effects of social comparison in migrants. International Journal of Intercultural Relations, 101, 101990.

Harley, J. M., Lou, N. M., Ahn. T., & Lau, C. H., Liu, Y. (2024). Improving Queer history knowledge and perspective-taking toward LGBTQ+ people: There’s an App for That. Teaching and Teacher Education, 143, 104545.

Jiang, Y., Yue, S., & Lou, N. M. (2024). Exploring the motivational mechanisms of growth beliefs on perseverance among EFL students: The role of ideal and ought-to L2 selves. International Journal of Applied Linguistics.

Rahimi, M., Hejazi, S. Y., Lou, N. M., & Heidarzadeh (2024). Are teachers with better work-life quality more innovated? The mediating roles of psychological empowerment and teaching mindsets. Acta Psychologica, 247, 104315.

Elahi Shirvan, M., Saeedy Robat, E., Alamer, A., Lou, N. M., & Barabadi, E. (2024).A multilevel meta-analysis of language mindsets and language learning outcomes in second language acquisition research.Educational Psychology Review, 36(1), 1-30.

2023

Lou, N. M., & Li, L.M.W. (2023). Social mobility and motivational payoff: Achievement motivation is more important in students’ performance and well-being in cultures with high vs. low social mobility. Journal of Cross-Cultural Psychology. Preprint

Lou, N. M., & Noels, K. A. (2023). “Your English is good for an immigrant”: Examining mixed effects of mindset messages on perceived linguistic potential of and blame attributions towards ESL migrants. Journal of Language and Social Psychology, 42(3), 300–323.

Grossmann, I., Rotella, A., Hutcherson, C., Sharpinskyi, K., Varnum, M. ……Lou, N. M.,…..Wilkenining,T. (2023). Insights into accuracy of social scientists’ forecasts of societal change. Nature Human Behaviour, 7, 484–501.

Lou, N. M., & Li, L.M.W. (2023). The mindset × societal norm effect across 78 cultures: Growth mindsets are linked to performance weakly and well-being negatively in societies with fixed-mindset norms. British Journal of Educational Psychology, 93(1), 134–152.    Preprint

Schaerer, M., du Plessis, C., Nguyen, M. H. B., van Aert, R. C., Tiokhin, L., Lakens, D., … & Gender Audits Forecasting Collaboration. (2023). On the trajectory of discrimination: A meta-analysis and forecasting survey capturing 44 years of field experiments on gender and hiring decisions. Organizational Behavior and Human Decision Processes, 179, 104280.

Sadoughi, M., Hejazi, S. Y. & Lou, N. M. (2023). How do growth mindsets contribute to academic engagement in L2 classes? The mediating and moderating roles of the L2 motivational self system. Social Psychology of Education, 26, 241–261.

Lou, N. M, Noels, K. A., Kurl, S., Zhang, Y. S., & Leslie, H. (2023). COVID discrimination experience: Chinese Canadians’ social identities moderate the effect of personal and group discrimination on well-being. Cultural Diversity & Ethnic Minority Psychology, 29(2), 132–144.  Link

Cutumisu, M., & Lou, N. M. (2023). The roles of generic and domain-specific mindsets in learning graphic design. Interactive Learning Environments, 31(3), 1781–1795.

Haldane, C., Lou, N. M., Harley, J. M. (2023). Social-historical accounts of identity processes and resilience: Experiences of older and prominent members of the LGBTQ+ community. Journal of Homosexuality.70(3), 387–426.

Zarrinabadi, N., Lou, N. M., & Darvishnezhad, Z. (2023). To praise or not to praise? Examining the effects of ability vs. effort praise on anxiety and willingness to communicate. Innovation in Language Learning and Teaching, 17(1), 88–101.

2022

Lou, N. M., Noels, K. A. Kurl, S., Zhang, Y. S., & Leslie, H. (2022). Chinese Canadians’ experiences of the dual pandemics of COVID-19 and racism: Relations with identity, negative emotion, and anti-racism incident reporting. Canadian Psychology / Psychologie canadienne, 63(3), 279–297.   Preprint          Materials                 Media: UVic News    Global News    CTV News     Victoria News     Radio-Canada     CHEK News    Abbotsford News   CBC Radio1 (Jan. 10)    National Post      Vancouver Sun  Toronto Star    The Province

Zarrinabadi, N., Lou, N. M., & Ahmadi, A. (2022). Resilience in language classrooms: Exploring individual antecedents and consequences. System, 102892.  

Lou, N. M.,& Zarrinabadi, N. (2022). Language mindsets. In Li, S., Hiver, P., & Papi, M. (Eds). The Routledge Handbook of SLA and Individual Differences. Routledge.

Daniels, L. M., Goegan L. D., Tulloch, S., & Lou, N. M., & Noels, K. (2022). School-led mindset messaging: Understanding elementary students’ meaning and emotions. Educational Psychology in Practice, 38(3), 279-296.

Harley, J. M., Montreuil, T. C., Lou, N. M., Feldman, L., Fried, G., Lavoie-Tremblay, M., Bhanji, F., Kennedy, H. (2022). Rethinking how healthcare professionals cope with stress: A process model for COVID-19 and beyond. Health Care Management Review, 47(4), 350-359.

Lou, N. M, Chaffee, K. E., & Noels, K. A. (2022). Growth, fixed and mixed mindsets: Mindset system profiles in foreign language learners and their role in engagement and achievement. Studies in Second Language Acquisition, 44(3), 607-632.     Preprint        Materials

Zarrinabadi, N., & Lou, N. M. (2022). Editorial: Mindsets in language education: Research innovation and implications for language learning and teaching. Innovation in Language Learning and Teaching, 16(3), 205-207.

Zarrinabadi, N., Karimi, M., Rezazadeh, M., & Lou, N. M. (2022). Why do growth mindsets make you feel better about learning and your selves? The mediating role of adaptability. Innovation in Language Learning and Teaching,16(3), 249-264.

Lou, N. M., Noels, K. A. Zhang, Y. S. D. & Kurl, S. (2022). Ethnic minority, immigrants, and Indigenous peoples’ well-being disparities in Canada during the COVID-19 pandemic: The mediating role of threat perceptions. International Journal of Intercultural Relations, 88, 148-156.

Li, W-Q, Li, L. M.W., & Lou, N. M. (2022). Who moved with you? The companionship of significant others reduces movers’ motivation to make new friends. Asian Journal of Social Psychology, 25(2), 319-335.

Lou, N. M., Montreuil, T. C., Feldman, L., Fried, G., Lavoie-Tremblay, M., Bhanji, F., Kennedy, H., Kaneva, P., & Harley, J.M. (2022). Nurses and physicians’ distress, burnout, and coping strategies during COVID-19: Stress and impact on perceived performance and intentions to quit. Journal of Continuing Education in the Health Professions, 42(1), e44-e52.   Media: Global News Montreal Gazette CTV News   The Conversation    Medical Press

Firat, M., Noels, K. A., & Lou, N. M. (2022).Self-determined motivation in language learning beyond the classroom: Interpersonal, intergroup and intercultural processes. In J. Maynard and Shelton-Strong S. (Eds). Autonomy support beyond the language learning classroom: A self-determination theory perspective. Multilingual Matters.   Preprint

Zhang, D., Noels, K., Leslie, H. Y., & Lou, N. M. (2022). “Responsible” or “strange”? Differences in face mask use between Chinese and non-East Asian Canadians during the COVID-19 pandemic. Frontiers in Psychology, 13, 853830.

2021

Lou, N. M. (2021). Acculturation in a postcolonial context: Language, identity, cultural adaptation, and academic achievement of Macao students in Mainland China. International Journal of Intercultural Relations, 85, 213–225.   Preprint

Harley, J. M., Lou, N. M., Liu, Y., Cutumisu, M., Daniels, L. M., Leighton, J. P., & Nadon, L. (2021). University students’ negative emotions in a computer-based examination: The roles of trait test-emotion, prior test-taking methods, and gender. Assessment & Evaluation in Higher Education, 46(6), 956–972.

Lou, N. M., Montreuil, T. C., Feldman, L., Fried, G., Lavoie-Tremblay, M., Bhanji, F., Kennedy, H., Kaneva, P., Drouin, S., & Harley, J. M. (in press). Evaluations of healthcare providers’ perceived support from personal, hospital, and system resources: Implications for wellbeing and management in healthcare in Montreal, Quebec during COVID-19. Evaluation & the Health Professions, 44(3),319–322.   Media: The Globe and Mail  Global News   McGill Alumni  The Gritty Nurse Podcast

Shirvan, M. E., Lou, N. M., & Taherian, T. (in press). Where do language mindsets come from? An ecological perspective on EFL students’ mindsets about L2 writing. Journal of Psycholinguistic Research, 50, 1065–1086.

Shirvan, M. E., Lou, N. M., Shahnama, M., & Yazdanmehr, E. (2021). Maintaining effort and interest despite challenges during the COVID-19 Pandemic: A process tracing approach to a teacher’s grit during an online L2 course. Journal for the Psychology of Language Learning, 3(2), 45-60.

Zhang, X., Lou, N. M., Noels, K., Daniels, L. (2021). Attributions and mindsets. In T. Gregersen & S. Mercer (Eds.), The Routledge Handbook of Psychology of Language Learning.

Zhang, D., Leslie, H. Y., Sharafaddin-Zadeh, Y., Noels, K., & Lou, N. M. (2021). Public messages about face masks during COVID-19: Perceptions of and impacts on Canadians. Journal of Community Health, 46(5), 903-912.     Data & Materials  Media: CBC Radio Global News   Folio AlbertaPrimeTimes

Liu, Y. S., Hankey, J. Lou, N, M., Chokka, P., & Harley, J. M. (2021). Usability and emotions of mental health assessment tools: Comparing mobile app and paper-and-pencil modalities. Journal of Technology in Human Services, 39 (2), 193-211.

Zarrinabadi, N., Lou, N. M., & Shirzad, M. (2021). Autonomy support predicts language mindsets: Implications for developing communicative competence and willingness to communicate in EFL classroom. Learning and Individual Differences, 101981.

Lou, N. M., & Noels, K. A. (2021). Western and Heritage Cultural Internalizations Predict EFL Students’ Language Motivation and Confidence. International Journal of Bilingual Education and Bilingualism, 25(5), 636-650.   Materials

2020

Lou, N. M, & Noels, K. A. (2020). Breaking the vicious cycle of language anxiety: Growth language-mindsets improve lower-competence ESL students’ intercultural interactions. Contemporary Educational Psychology, 61, 101847.     Pre-registration   Supplementary Materials  Post-print

Lou, N. M., & Noels, K. A. (2020). Mindsets matter for linguistic minority students: Growth mindsets foster greater perceived proficiency, especially for newcomers. Modern Language Journal, 104(4), 739-756.     Materials Post-print

Lou, N. M., & Noels, K. A. (2020). “Does my teacher believe I can improve?”: Meta-lay theories mediate the effect of teachers’ feedback on ESL students’ mindsets and need satisfaction. Frontiers in Psychology, 11, 1417.      Materials

Chaffee, K. E., Lou, N. M, & Noels, K. A. (2020). Does stereotype threat affect men in language domains? Frontiers in Psychology, 11,1302.   Pre-print

Lou, N. M., & Noels, K. A. (2020). Mindsets about language learning and support for immigrants’ integration. International Journal of Intercultural Relations, 79, 45–57.  Materials   Post-print

Cutumisu, M., & Schwartz, D. L., Lou, N. M. (2020). The relation between academic achievement and the spontaneous use of design-thinking strategies. Computers & Education, 149,103806.  Data (Online supplement)  Preprint

Chaffee, K. E., Lou, N. M, Noels, K. A., & Katz, J. (2019). Why don’t “real” men learn foreign languages? Masculinity threat and gender ideology suppress men’s language motivation. Group Processes & Intergroup Relations, 23(2), 301–318.   Preprint     Media: Youtube Conversation Pacific Standard Phys.org

Cutumisu, M., & Lou, N. M. (2020). The moderating effect of mindset on the relation between university students’ critical feedback-seeking and learning. Computers in Human Behavior, 112, 106445   Data (online supplement)   Pre-print

2019

Lou, N. M,& Noels, K. A. (2019). Language mindset, meaning-making, and motivation. In by Lamb, M., Csizér, K., Henry A., & Ryan, S. (Eds.), Palgrave Macmillan Handbook of Motivation for Language. Basingstoke, UK: Palgrave Macmillan.

Noels, K. A., Lou, N. M., Lascano, D. I. V., Chaffee, K. E., Dincer, A., Zhang, Y. S. D., & Zhang, X. (2019). Self-determination and motivated engagement in language learning. In by Lamb, M., Csizér, K., Henry A., & Ryan, S. (Eds.), Palgrave Macmillan Handbook of Motivation for Language. Basingstoke, UK: Palgrave Macmillan.

Lou, N. M., & Noels, K. A. (2019). Sensitivity to language-based rejection in intercultural communication: The role of language mindsets and implications for migrants’ cross-cultural adaptation. Applied Linguistics,40 (3), 478–505. doi: 10.1093/applin/amx047  Media: OUPbolg Ualberta News

Lou, N. M, & Noels, K. A. (2019). Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching. System, 86, 102-126. doi: https://doi.org/10.1016/j.system.2019.102126      Preprint

Lee, H., Lou, N. M., Johnson, M. D., & Park, S. W. (2019). A Socio-ecological approach to understanding mental and physical health: The mediating role of relationship beliefs and goals. Journal of Social and Personal Relationships.36(10),3117-3138.

2015-2018

Lou, N. M., Chaffee, K. E., Vargas-Lascano, D. I., Dincer, A., & Noels, K. A. (2018). Complementary perspectives on autonomy in Self-determination Theory and language learner autonomy. TESOL Quarterly, 52(1), 210–220.

Lou, N. M., & Noels, K. (2017). Measuring language mindsets and modeling their relations with goal orientations and emotional and behavioural responses in failure situations. Modern Language Journal, 101(1), 22–33        Materials

Lou, N. M., & Li, L. M. (2017). Interpersonal relationship mindsets and rejection sensitivity across cultures: The role of relational mobility. Personality and Individual Differences, 108, 200–206. doi: 10.1016/j.paid.2016.12.004

Lou, N. M.,Masuda, T., & Li, L.M.W. (2017). Decremental mindsets and achievement motivation: An extended framework of implicit theories of intelligence. Learning and Individual Differences, 59, 96–106.

Lou, N. M., & Noels, K. A. (2016). Changing language mindsets: Implications for goal orientations and responses to failure in and outside the second language classroom. Contemporary Educational Psychology, 46, 22–33.     Materials

Noels, K. A., Chaffee, K. E., Lou, N. M, & Dincer, A. (2016). Self-determination, engagement, and identity in learning German: Some directions in the psychology of language learning motivation. Foreign Languages ​​Teaching and Learning (Fremdsprachen Lehren und Lernen), 45(2), 12–29.

Noels, K. A., & Lou, N. M. (2015). Mindsets, goal orientations and language learning: What we know and where we need to go. Contact, 41(2), 41−52.