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Individual differences in personal belief in a just world (PBJW) and growth mindset can predict people's emotions and actions when faced with difficulties, but little is known about how the two attributes influence each other during adolescence. This study analyzed the longitudinal trajectories of PBJW and growth mindset scores and the bidirectional longitudinal associations between them with structural equation modeling. Chinese adolescents (N = 10,350, Mage = 16.62, SD = 0.81, 62.2% males, at Wave 1) completed self-report questionnaires on three occasions over 3 academic years. The results of latent growth models (LGMs) indicate that both PBJW and growth mindset scores increased linearly over the study period. In the cross-lagged panel models (CLPMs), a bidirectional interaction between PBJW and growth mindset scores was detected. In the random intercept cross-lagged panel models (RI-CLPMs), the results suggest that being treated more fairly reinforced individuals' belief in the malleability of personal abilities at the within-person level, but not vice versa. Overall, the effect of PBJW on growth mindset scores was robust, whereas the effect of growth mindset scores on PBJW was only present at the between-person level. These results provide evidence of an interaction between PBJW and a growth mindset, and highlight the need to distinguish between- and within-person effects. [ABSTRACT FROM AUTHOR]

In school settings, students' mindset about intelligence (i.e., fixed versus growth mindset) and their sense of belonging to school (SBS) have both been shown to predict academic attainment. However, these constructs have rarely been examined together although both were found to be impacted by students' socioeconomic status (SES). Across the literature, findings are inconsistent concerning this moderating effect of SES. In the present preregistered study, we used data from the French sample of the Programme for International Student Assessment 2018 (PISA; N = 6308) to examine whether growth mindset positively predicted SBS and whether this association was moderated by students' SES. Results showed that growth mindset was positively associated with SBS. On the confirmatory linear regression analyses, we found no moderation effect of any of the SES indicators on the association between growth mindset and SBS. However, pre-registered supplementary multigroup analyses showed descriptively that this association was stronger for high than for low SES students and notably when SES indicators concerned family financial resources. Limitations of this research and perspectives for future studies are discussed, with a focus on why the literature should care about the different meanings and consequences of SES indicators. [ABSTRACT FROM AUTHOR]

This study examined the longitudinal mediating effect of growth mindset on the relationship between parenting style and depression. This study analyzed the data of the of 4,398 participants, which were obtained from the Gyeonggi Education Panel Study, collected by the Gyeonggi Education Research Institute in Korea for a total of 6 years from 4th to 9th, using a multivariate latent growth model. The analysis result showed that, first, authoritative parenting style and growth mindset decreased over time, while depression increased over time. Second, the intercept of authoritative parenting style had a negative effect on the intercept of depression. However, the intercept of authoritative parenting style had no significant effect on the slope of depression. The intercept of growth mindset negative effect on the intercept of depression. In addition, the slope of growth mindset negative effect on the slope of depression. Third, growth mindset partially mediated the relationship between authoritative parenting style and depression. This study is meaningful in that it verified the developmental trajectory between variables, and the results suggest that it is necessary to develop and apply a program focused on improving growth mindset to prevent depression in adolescents. [ABSTRACT FROM AUTHOR]

This study explored the potential chain mediating effects of a growth mindset and math self-concept on the relationship between fathers' educational involvement and math anxiety in Chinese elementary school children. A total of 520 Chinese elementary school children completed the Father Educational Involvement Scale, Growth Mindset Scale, Math Self-Concept Scale, and Math Anxiety Scale. The data were subjected to descriptive statistics, correlation analyses, and tests for chain-mediating effects using SPSS 27.0 and the Process Macro program. The results revealed the following: (1) there was a significant correlation between fathers' educational involvement, growth mindset, math self-concept, and math anxiety. (2) Paternal educational involvement can directly affect math anxiety, and it can also affect math anxiety through the mediation of growth mindsets and math self-concept. The chain-mediating effects included three pathways: the mediating role of growth mindset, the mediating role of math self-concept, and the chain-mediating role of growth mindset and math self-concept. These findings enhance our understanding of the relationship between fathers' educational involvement and math anxiety among Chinese elementary school children. They also provided essential practical guidance to alleviate math anxiety. Furthermore, it is important to recognize the significant influence of family education on the growth and development of elementary school children, with a particular emphasis on the positive contributions of fathers in the family. [ABSTRACT FROM AUTHOR]

Growth mindset (GM) theory conceptualizes that one's ability can be improved with effort (Dweck, Self-theories: Their role in motivation, personality, and development, Taylor & Francis, 1999) from a social-cognitive perspective. Self-determination theory (SDT) emphasizes the motivational source of learning, i.e. autonomous motivation (AM) and controlled motivation (CM). The two motivational theories can both lead to strategy use (SU) in writing contexts. To provide a more comprehensive understanding of motivation, this study investigated GM, AM, CM and SU through an integrated writing task. Participants were 465 secondary-four students in Hong Kong. Structural equation modelling showed that GM indirectly promoted writing performance through the mediation of AM and SU. Besides, neither motivations exerted direct effect on writing performance, whereas both did so via the mediation of SU. The findings unveiled the importance of GM in Hong Kong secondary school students' writing performance since it contributed to AM and SU. Regarding pedagogical implications, we encourage the proliferation of GM in every-day classroom. [ABSTRACT FROM AUTHOR]

The concept of growth mindset—an individual’s beliefs that basic characteristics such as intelligence are malleable—has gained immense popularity in research, the media, and educational practice. Even though it is assumed that teachers need a growth mindset and that both teachers and their students benefit when teachers adopt a growth mindset, systematic syntheses of the potential advantages of a growth mindset in teachers are lacking. Therefore, in this article, we present the first meta-analysis on teachers’ growth mindset and its relationships with multiple outcomes (50 studies, 81 effect sizes; N = 19,555). Multilevel analyses showed a small effect across outcomes. Statistically significant small-to-typical positive associations between teachers’ growth mindset and their motivation in terms of self-efficacy and mastery goals were observed in subgroup analyses. No statistically significant relationships were found with teachers’ performance-approach goals, teachers’ performance-avoidance goals, teachers’ performance on achievement tests, or student achievement. Teachers’ growth mindset was related to instructional practices in terms of mastery goal structures but unrelated to performance goal structures. Moderator analyses indicated that the dimensionality of the mindset measure (recoded from a fixed mindset to a growth mindset measure vs. assessed as a growth mindset), item referent and content of the mindset measure, publication status (published vs. unpublished), world region, educational level, and study quality influenced the strengths of some of the relationships. Overall, our findings extend knowledge about teachers’ mindset and add to the evidence base on teacher characteristics and their links to relevant outcomes. [ABSTRACT FROM AUTHOR]

Online learning has grown in popularity over the last few years. Understanding what factors and how they contribute to students' e-learning engagement is crucial for the success of online education. Based on the ecological system theory, this study aims to examine the association between perceived social support and e-learning engagement among Chinese college students and explore whether growth mindset and subjective well-being mediated this association. A survey was conducted among 605 college students in China. The results showed that perceived social support is positively and significantly associated with e-learning engagement and that growth mindset and subjective well-being play independent and joint mediating roles in the link between the two constructs. Our findings highlight the importance of the interaction between perceived social support, growth mindset, and subjective well-being in e-learning engagement among college students. This study contributes to the theoretical and practical understanding of the e-learning ecosystem in college students. [ABSTRACT FROM AUTHOR]

Stress levels are high among college students in the United States. Growth mindset and stress-is-enhancing mindset interventions offer ways to reduce stress, but minimal research has examined them. This study's aim was to examine the effect of mindset interventions on mindsets, stress, academic motivation, and responses to hypothetical academic scenarios. Participants included 210 college students who were randomized to one of four groups: growth mindset (intelligence is malleable), stress mindset (stress is beneficial), synergistic (intelligence is malleable, and stress is beneficial), or control (brain functions). The growth mindset and the synergistic mindset group increased in growth mindset, and the growth mindset group had higher growth mindset than the stress mindset and control group post-intervention. The stress mindset and the synergistic group increased in stress-is-enhancing mindset, and both groups had higher stress-is-enhancing mindsets than the growth mindset and control group post-intervention. All groups decreased in stress and increased in academic motivation. The synergistic group was the only group to improve on all the main outcomes, and students in this group were less likely to want to withdraw from a course in both negative hypothetical academic scenarios (if they failed an assignment or were faced with a professor with a fixed mindset). Our findings suggest that students would benefit from increased access to mindset interventions. [ABSTRACT FROM AUTHOR]

Academic engagement has been shown to deteriorate in lower secondary school, and it is necessary to find ways to prevent this so that students' engagement and achievements do not decline irrevocably. Teacher support for growth mindset (TSGM) is likely to influence students' mindsets while also promoting academic engagement and achievement. This cross-sectional study first examined the extent to which lower secondary school students (N = 1608) perceived their teachers' classroom pedagogy as supportive of their growth mindset and students' growth mindset beliefs. The study's main purpose was to test a latent structural equation model specifying that perceived TSGM is directly related to students' growth mindset, directly and indirectly related to academic engagement (behavioral and emotional), and indirectly related to academic achievement. Students' perceived growth mindset and academic engagement thus served as intermediate variables. The results verified that TSGM was indeed related to growth mindset and academic engagement, the latter both directly and via students' perceived growth mindset. Furthermore, TSGM was also related to academic achievement via students' growth mindset and academic engagement. The results suggest that TSGM can facilitate students' growth mindset and academic engagement and, thereby, achievement in lower secondary school, a period during which students may struggle with academic motivation. [ABSTRACT FROM AUTHOR]

Research in social psychology and education proposes that adopting a growth mindset of intelligence is an important mediator for the well-being and performance of students at school. As a consequence, wise interventions have been developed to target student mindsets and change their beliefs about how much their intelligence can grow with training and experience. However, the efficacy of mindset interventions is highly debated, as effect sizes vary widely across studies. Here, we hypothesized that the study environment and, in particular, the teacher's mindset about intelligence is an important moderator of mindset intervention efficacy. We tested this hypothesis by randomly assigning six middle schools from underprivileged neighborhoods in the Paris area in France to a no intervention condition, a condition with mindset interventions delivered only to the students, and a condition with mindset interventions for teachers and students. The results show that the combined teacher and student mindset intervention condition was the most efficient for increasing the student's growth mindset. This finding suggests that a short and easy-to-implement mindset intervention for teachers can help students develop a growth mindset. [ABSTRACT FROM AUTHOR]

Research on growth mindset, the belief that one's cognitive abilities are malleable and can be developed through dedication and practice, has received considerable media attention and influenced educational policy and practice. However, mindset theory and measurement have also drawn criticism. In the present paper, we add a cautionary note pertaining to the conceptualization and measurement of growth mindset. Through a critical reanalysis of a large-scale representative study of adolescents from the US (N = 15,362), we show that a growth (i.e., forward-keyed) and a fixed (i.e., reverse keyed) mindset item from a widely used scale are only moderately correlated (r = −.31). Further, we demonstrate that the two items are very differently related with a range of educationally relevant criteria such as learning engagement and self-efficacy, and sociodemographic characteristics such as sex. This leads us to conclude that the growth and fixed mindset items are not mutually interchangeable (apart from keying) indicators of a unidimensional construct that has fixed and growth mindset at its opposing poles. Which items researchers choose to measure mindset (fixed, growth, or a blend thereof) may therefore have a significant impact on the findings they obtain. Our insights highlight the need for greater attention to the conceptual foundations and measurement of mindset in future studies. [ABSTRACT FROM AUTHOR]

With the advancement of technology, digitalization has brought many conveniences to people's lives. However, older adults are facing the digital divide, which may affect their well-being. This study employed two sub-studies to investigate the influence of the digital divide on the well-being of older adults and explore its underlying mechanisms. Study 1 used a sample of 3,993 older adults from the US Health and Retirement Study (HRS) database to examine the mediating role of learned helplessness in the association between the digital divide and the well-being of older adults. Study 2 administered self-report questionnaires to 226 Chinese older adults to assess the moderating effect of growth mindset on the association between the digital divide and the well-being of older adults. The results showed that digital divide is negatively associated with the well-being of older adults. Learned helplessness mediates the relationship between the digital divide and the well-being of older adults. Growth mindset moderates the relationship between the digital divide and learned helplessness among older adults. Growth mindset also moderates the mediating pathway of learned helplessness in the relationship between the digital divide and the well-being of older adults. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between optimism, growth mindset, and grit among adolescents. In particular, we explored the mediating effect of growth mindset on the relationship between optimism and grit. Based on a cross-sectional study, participants were 647 Korean adolescents from age 12 to 16 years (M = 14.3 years). The main findings were as follows. First, adolescents' optimism significantly predicted grit. Second, growth mindset significantly predicted grit. Finally, growth mindset partially and significantly mediated the relationship between optimism and grit. Additionally, we analyzed the two components of grit, consistency of interest and perseverance of effort, respectively. The results showed that growth mindset partially mediated the association between optimism and perseverance of effort, while consistency of interest did not. The empirical findings in this study provided a psychological mechanism on the path from optimism to grit by demonstrating the mediating effect of growth mindset. To our knowledge, this study is the first empirical study to investigate the mediating effect of growth mindset on the relationship between optimism and grit in Korean adolescents. [ABSTRACT FROM AUTHOR]

Computer-based interventions that aim to help students endorse a growth mindset have been designed and tested in high-income countries for a number of years. However, there is no evidence of their effectiveness in middle-income nations. In those studies, students' growth mindset has traditionally been measured using surveys where students report the extent to which they believe intelligence is fixed or malleable, without linking intelligence with a more specific dimension, such as math or language. In addition, these measurements have been undertaken without distinctions being made between personal ability ("my" intelligence) and more general abilities (everyone's intelligence). Therefore, by means of a randomized experiment, this study assesses the impact of a single-session online growth-mindset intervention in Chile on distinct measurements of the growth mindset of students (general, personal, and subject-specific), as well as their propensity to seek out challenges. Accordingly, a sample of 248 students was recruited from 9 and 11th grades in three secondary schools, all of whom were randomly assigned to either a treatment or control group. The intervention was found to increase their propensity to seek out challenges and to experience an increase in growth mindset scores in all tested dimensions. No evidence of the heterogeneity of results by gender or prior growth mindset was identified. [ABSTRACT FROM AUTHOR]

This study examined how students from historically marginalized identity groups (i.e., Black and Latinx, females, and first-generation college students) engage momentarily in a school-based task. We explored how John Henryism, defined as effortful, active coping as a response to environmental stress, and growth and fixed mindset mediate the relationship between identity groups and momentary engagement outcomes (i.e., positive/negative emotions and cognitive engagement). Findings from two structural equation models—one including John Henryism as a mediating latent construct and one without—demonstrated that only John Henryism mediated the relationship between historically underrepresented groups and positive momentary engagement (i.e., increased cognitive engagement and positive emotions, while lowering negative emotions) while growth mindset did not. These findings suggest that John Henryism and growth mindset may work together to buffer environmental stressors that affect historically underrepresented students' academic success. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic is continuously spreading across the world, including in Indonesia. this study investigates relationship positive mental health (PMH), psychological well-being (PWB), Growth Mindset (GM) and Grit dimensions (Consistency of Interest and perseverance of effort) among students college. A total of 802 students responded to the online questionnaires. The participants completed the Assessing positive mental health Scale, Mental Health Scale Inventory-5 (MHI-5), Growth Mindset scale, and The Short Grit Scale. Data were analysed using correlation and PLS-SEM. The findings revealed that growth mindset improves positive mental health and psychological well-being in college students. The results of the correlation analysis showed that there is a positive association between Positive Mental Health, Psychological well-being, Growth Mindset, Perseverance of Effort and Consistency of Interest. while negative association between Growth mindset and Consistency of Interest. Furthermore, this study found that Perseverance of Effort does serve as a significant mediator between Growth Mindset and Positive Mental Health as well as psychological well-being. Growth mindset leads to Positive Mental Health, but Perseverance of Effort could be a significant factor. Therefore, there is a need for parents, teachers, and peers to promote Perseverance of Effort at home and in college, which is essential in increasing growth mindset and Positive Mental Health and Psychological well-being. Based on the results of this study, the growth mindset combined with an increase in grit is critical to maintaining mental health during a pandemic. The implications of this research are discussed. [ABSTRACT FROM AUTHOR]

Two studies were conducted to explore basic psychological needs satisfaction (BPNS) profiles and their associations with well-being, as well as the underlying mechanisms between BPNS profiles and well-being. We used two Chinese samples, one comprised of adolescents (N = 936) and the other comprised of university students (N = 1026). The participants completed a survey containing BPNS, growth mindset, and well-being scales. Three profiles were identified through latent profile analysis (LPA): low, moderate, and high BPNS. Participants in the high BPNS profile had the highest level of well-being and those in the low BPNS profile had the lowest level of well-being. Relative to the low BPNS group, growth mindset was differentially associated with well-being across the other two BPNS groups. BPNS profiles differentially predicted individuals' well-being and growth mindset mediated the relationship between them. BPNS and growth mindset need to be considered when exploring individuals' well-being. Future interventions aimed at promoting well-being should accommodate BPNS and growth mindset in the target population. [ABSTRACT FROM AUTHOR]

Peers become especially influential in adolescence, a developmental period marked by a nadir in school motivation. In the classroom, adolescents often engage in social comparison with their peers to ascertain their own academic competence, which can have substantial effects on their motivation and learning. The present experimental study examined how peer mindset and social comparison processes may interact to affect adolescents' learning outcomes and responses to social comparison. Participants (N = 120, Mage = 12.73 years, 58% female) created avatars to virtually represent themselves and heard growth mindset or neutral statements from purported peer avatars. They then completed a series of online, self-report surveys measuring their learning outcomes, completed problem-solving tasks, and received feedback on their and their peers' performance via a virtual leaderboard. Multivariate between-group comparison revealed growth mindset peers increased adolescents' learning outcomes, while social comparison dampened outcomes. No interactions between peer growth mindset and social comparison were found. [ABSTRACT FROM AUTHOR]

In this paper, we explore associations among undergraduate students' perceptions of professor cultural competence, students' perceptions of professor growth mindset, and students' motivation to engage in intercultural interactions. In two studies (Nstudy 1 = 351, Nstudy 2 = 277), we find that when students perceive their professor to be more culturally competent, they report higher self-efficacy, value, and mastery-approach orientation toward intercultural interactions. However, somewhat unexpectedly, students who perceive their professors to have higher cultural competence also report higher performance-avoidance orientation toward intercultural interactions. When students perceive their professors to have a stronger growth mindset, they report lower emotional costs toward intercultural interactions. Further, in Study 1 but not Study 2, we find interactions between perceived professor cultural competence and perceived professor mindset such that the combination of perceiving high cultural competence and high growth mindset led to the highest student-reported self-efficacy and the lowest emotional cost toward engaging in intercultural interactions. Although exploratory and preliminary in nature, these findings suggest that students in classes where professors demonstrate high cultural competence may be more motivated to engage in intercultural interactions; however, it may be important for professors to also communicate a growth mindset if they want to reduce potential threats associated with engaging in intercultural interactions. [ABSTRACT FROM AUTHOR]

This exploratory study seeks to yield a more complete understanding of preservice teachers' intentions to enact autonomy support in their future classrooms based on self-determination theory while drawing complementary perspectives from mindset theory. Survey data (N = 237) from preservice teachers at three U.S. Midwestern universities were collected first using well-established measures of intentions to enact autonomy support and its antecedental beliefs and motivations. Structural equation modeling analyses revealed that growth mindset and autonomous orientation shared functional similarities and differences and were associated with intentions to enact autonomy support directly and indirectly through intrinsic motivation for teaching and beliefs about autonomy support. The less studied growth mindset had additive effect. The field journal class assignments (n = 53) from some survey participants were subsequently collected; results complementarily revealed the additional role of growth mindset in intentions to enact autonomy support and control when holding autonomous orientation constant. Finally, the means of all study variables for experienced (n = 99) and novice (n = 138) preservice teachers were compared with 95% confidence intervals. The former had significantly higher autonomous orientation but lower intrinsic motivation. This study is novel in exploring the extent to which growth mindset contributed to intentions to enact autonomy support in a way similar to autonomous orientation yet with additive effect. Major implications for teacher education include placing most emphases in cultivating preservice teachers' positive beliefs about autonomy support while targeting long-term interventions of promoting autonomous orientation and growth-mindset. [ABSTRACT FROM AUTHOR]

Research on growth mindset has increased dramatically in recent years, and the school climate is critical to growth mindset of middle school students, yet the underlying mediating mechanism is rarely known. This study investigated the chain mediating effect of perceived social support, positive personality between school climate and growth mindset of middle school students. To be specific, 992 junior high school students were taken as the study sample, in which participants completed questionnaires on growth mindset, perceived social support, and positive personality. After controlling for age and socioeconomic status, this study found that there was no gender difference in growth mindset, and school climate was not directly correlated with growth mindset of junior high school students. Moreover, perceived social support and positive personality could mediate the chain between school climate and growth mindset of junior high school students. [ABSTRACT FROM AUTHOR]

Perseverance refers to the ability that individuals show in the process of overcoming failure repeatedly and achieving success. The present study aimed to investigate how many stories about struggling role models undergraduates with a low level of perseverance need to read to effectively improve their perseverance after experiencing failure. Undergraduates with high and low levels of perseverance who had experienced failure were randomly assigned to read 5 struggle stories or 5 achievement stories of role models. They were asked to report their confidence in success, their emotional experience, and their persistent intentions after experiencing failure (i.e., their initial report after reading 0 stories) and then again after reading each story. The results showed that the participants' initially reported level of confidence in success improved after reading 1 struggle story of a role model and further improved after reading 5 struggle stories of role models. Furthermore, the participants' initially reported level of positive emotions increased after reading 1 struggle story or 1 achievement story of a role model, and the positive effects began to level off after reading 4 struggle stories or 4 achievement stories of role models. The participants' initially reported persistent intentions improved after reading 5 struggle stories of role models. These findings reveal that undergraduates can benefit from reading struggle stories of role models regardless of their perseverance levels. Undergraduates' confidence in success and their emotional experience can be improved more quickly than their persistent intentions after experiencing failure. [ABSTRACT FROM AUTHOR]

To perform well in the Programme for International Student Assessment (PISA) and respond to rapid social changes, many countries have implemented curriculum reforms. The success of curriculum reform relies on teachers' rational, cognitive and emotional feelings for the challenge of implementation. Teachers' receptivity, growth mindset and grit has an important impact on how they implement new curriculum. In this study, the perspectives of incremental theories of intelligence and teachers' receptivity theory were used to analyze the effects of teachers' growth mindset and grit on their receptivity to key-competency-based curriculum reform. Data were collected from 560 teachers working in 112 elementary schools in Taiwan. A total of 402 valid responses were obtained, with the recovery rate being 71.8%. SEM and MANOVA methods were conducted to analyze the collected data. The results revealed the teachers' growth mindset and grit exhibited strong effects on their receptivity to curriculum reform. Moreover, the existence of significant differences in growth mindset and grit among teachers working at different positions. The findings of this study highlight the importance of the teachers' growth mindset and grit in promoting a curriculum reform. Therefore, schools' leaders could create a growth-oriented teaching culture and encourage teachers to establish a professional community for curriculum reform. [ABSTRACT FROM AUTHOR]

Evidence for the prospective associations among parental failure mindset, helicopter parenting, and children's intelligence mindset is lacking. This three-wave longitudinal study (12 months apart between waves) addressed this research gap by testing whether perceived maternal helicopter parenting mediated the link between perceived maternal failure mindset and intelligence mindset. Participants included 525 Chinese adolescents (47.2% girls, Mage = 15.41 years, SD = 0.22). Random-intercept cross-lagged analysis suggests that mothers with stronger failure-is-debilitating mindsets are more likely to engage in helicopter parenting, which may in turn contribute to stronger endorsements of a fixed mindset of intelligence in their adolescent children. The relation between maternal helicopter parenting and children's intelligence mindset appeared to be reciprocal, i.e., children's fixed mindset may elicit more helicopter parenting over time. [ABSTRACT FROM AUTHOR]

Traditionally, clinician educators are tasked with the responsibility of training future physician workforce. However, there is limited identification of skills required to fulfill this responsibility and a lack of consensus on effective faculty development for career growth as a clinician educator. The newly released Accreditation Council of Graduate Medical Education (ACGME) Clinician Educator (CE) Milestones framework outlines important skills for clinician educators and provides the opportunity to create robust faculty development. In this paper, members of the Society of General Internal Medicine Education Committee discuss the importance of these CE Milestones, outline the novel themes highlighted in the project, and provide recommendations for proper application on both the individual and institutional levels to optimize faculty development. The paper discusses strategies for how to apply the CE Milestones as a tool to create a culture of professional growth and self-directed learning. Using a reflective approach, CE faculty and mentors can identify areas of proficiency and opportunities for growth, thereby creating individualized professional development plans for career success. Institutions should use aggregate CE Milestones data as a needs assessment of their faculty "population" to create targeted faculty development. Most importantly, institutions should not use CE Milestones for high-stakes assessments but rather encourage reflection by CE faculty and create subsequent robust faculty development programs. The ACGME CE Milestones present an exciting opportunity and lay an important foundation for future CE faculty development. [ABSTRACT FROM AUTHOR]

Anchored in the socio-ecological framework, the current study examined the association of teacher autonomy support with emotional-behavioral functioning profiles using a person-centered approach and investigated whether growth mindset and adolescents' gender would moderate this association. To achieve these research objectives, this study involved 1741 adolescents (54.1% girls; Mage = 12.62; SD = 1.50) who were uniformly instructed to fill in a set of self-report questionnaires. Results based on latent profile analysis revealed four emotional-behavioral functioning profiles: primarily externalizing (6.2%), comorbid (32.9%), well-adjusted (53.7%), and high-risk (7.2%). Adolescents with high teacher autonomy support were more likely to be group members of the well-adjusted profile than the remaining three emotional-behavioral functioning profiles. Moreover, interaction analyses demonstrated that girls benefited more when teacher autonomy support and growth mindset were congruently high, whereas boys did not. The current findings suggest that teachers should be equipped with sufficient skills and training to maintain an autonomy-supportive classroom climate. Meanwhile, growth mindset intervention may develop into an integral part of the school's activities to facilitate adolescents' optimal emotional-behavioral functions, but distinctly gendered pathways for these activities should be carefully considered. [ABSTRACT FROM AUTHOR]

The growth mindset, or the belief that intelligence can be increased with effort, has been shown to be positively associated with improved learning outcomes. This association has been observed in a few studies that inquired into reading outcomes, and fewer studies that looked into reading in a second language. The current study used data from the Programme for International Student Assessment (PISA) 2018 database to investigate the relationship between growth mindset and reading proficiency of Filipino students learning English. Data were from 6766 students who spoke a Philippine language at home, who were learning reading in English in high school, and who were assessed for reading proficiency using English texts. The study also inquired into the role of the students' socioeconomic status (SES) and controlled for some teacher-related and motivation-related variables. Results of hierarchical regression analysis showed a weak but significant positive relationship between growth mindset and reading proficiency. The relationship between SES and reading proficiency was stronger; more importantly, SES moderated the relationship between growth mindset and reading proficiency. The positive relationship between growth mindset and English reading proficiency became weaker as the students' SES decreased; the relationship was nonsignificant among students with the lowest SES. The discussion refers to SES differences in reading English language-learning environments in the Philippines and considers how resources in the learning environment enable (or constrain) the role of growth mindset in improving learning outcomes. [ABSTRACT FROM AUTHOR]

A child's socio-economic environment can profoundly affect their development. While existing literature focusses on simplified metrics and pair-wise relations between few variables, we aimed to capture complex interrelationships between several relevant domains using a broad assessment of 519 children aged 7–9 years. Our analyses comprised three multivariate techniques that complimented each other, and worked at different levels of granularity. First, an exploratory factor analysis (principal component analysis followed by varimax rotation) revealed that our sample varied along continuous dimensions of cognition, attitude and mental health (from parallel analysis); with potentially emerging dimensions speed and socio-economic status (passed Kaiser's criterion). Second, k-means cluster analysis showed that children did not group into discrete phenotypes. Third, a network analysis on the basis of bootstrapped partial correlations (confirmed by both cross-validated LASSO and multiple comparisons correction of binarised connection probabilities) uncovered how our developmental measures interconnected: educational outcomes (reading and maths fluency) were directly related to cognition (short-term memory, number sense, processing speed, inhibition). By contrast, mental health (anxiety and depression symptoms) and attitudes (conscientiousness, grit, growth mindset) showed indirect relationships with educational outcomes via cognition. Finally, socio-economic factors (neighbourhood deprivation, family affluence) related directly to educational outcomes, cognition, mental health, and even grit. In sum, cognition is a central cog through which mental health and attitude relate to educational outcomes. However, through direct relations with all components of developmental outcomes, socio-economic status acts as a great 'unequaliser'. [ABSTRACT FROM AUTHOR]

Objectives: Growth mindset beliefs promote adaptive motivations to learn and challenge seeking; however, the learning process promoted by a growth mindset is not always positive. Adverse experiences may be especially true if one faces harsh criticism. However, mindfulness may be a potential adaptive mechanism in a situation that evokes harsh criticism. The present research examined the interplay between growth mindset beliefs and trait mindfulness regarding the motivation to learn from harsh criticism. Method: We hypothesized that three forms of engagement with criticism (over-engagement, disengagement, and constructive engagement) could be potential setback-specific mediators between growth mindset, trait mindfulness, and motivation to learn from criticism. Cross-sectional, self-report methods have been used on a diverse Hungarian sample (n = 1469). Results: We found that a growth mindset and trait mindfulness are positively and directly related to the motivation to learn from criticism. Having a growth mindset was unrelated to constructive engagement. At the same time, disengagement and over-engagement negatively mediated the link between a growth mindset and the motivation to learn from setbacks. In contrast, the link between trait mindfulness and learning from setbacks was negatively mediated by both disengagement and over-engagement and positively mediated by constructive engagement. Conclusions: The results suggest that growth mindset beliefs do not let individuals disengage from criticism and may promote constructive or a potentially harmful form of over-engagement with criticism. Complementarily, trait mindfulness is associated with the struggling way of learning characterized by constructive engagement and inhibits the suffering path of learning characterized by over-engagement the criticism. [ABSTRACT FROM AUTHOR]

To improve the efficiency of learning and promote achievements, the current paper explores the correlation of the growth mindset to students and teachers. This study aims to develop the growth mindset scale with the evidence of structural validity, measurement of direct and indirect effects in Chinese samples. To achieve the research objective, this study investigates 654 participants, including 321 students at different learning stages and 266 teachers from primary and secondary schools. In the investigation, using SPSS 25.0 and Amos 24.0 software, we conduct exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), structural equation model (SEM), mediation analysis, and one-way ANOVA method with Welch's test to achieve the study aim. The analysis of effect presents that challenge, adversity, attitude, motivation, grit and a positive mindset are all important to the growth mindset. In conclusion, the results show that: (1) the growth mindset scale was successfully constructed, developed and validated by the SEM; (2) measurement model, direct and indirect effects were confirmed; (3) growth mindset is positively correlated with age (and learning stage). It also indicates the importance of cultivating the growth mindset for students and teachers. The other possibilities, limitations and implications are also discussed. [ABSTRACT FROM AUTHOR]

Cognitive ability is critical for an individual's academic, social, and career success. Reasoning ability is one of the most important cognitive abilities, and ways to improve individuals' reasoning ability is therefore of great interest. Growth mindset is the belief that skills are malleable, and individuals with a growth mindset therefore believe that their reasoning ability can be improved through effort. However, the effect of growth mindset on reasoning ability remains unclear, particularly in adolescents and young adults. This study investigated the effect of growth mindset on reasoning ability in 1083 Chinese adolescents and young adults, and examined the moderating role of self-esteem. Growth mindset was positively correlated with reasoning ability (r = 0.38, p < 0.01), and self-esteem was positively correlated with both growth mindset (r = 0.43, p < 0.01) and reasoning ability (r = 0.25, p < 0.01). Regression analysis showed that the interaction between self-esteem and growth mindset significantly predicted reasoning ability (β = 0.149, t = 4.39, p < 0.001), which indicates that self-esteem moderated the relationship between growth mindset and reasoning ability. Simple slope analysis further revealed that the correlation between growth mindset and reasoning ability was stronger in the high self-esteem group than in the low self-esteem group (F(3,1105) = 69.54, p < 0.001, f2 = 0.19). Overall, our results indicate that growth mindset benefits reasoning ability in Chinese adolescents and young adults, and that enhancing self-esteem could strengthen this effect. [ABSTRACT FROM AUTHOR]

Research on mindsets have mostly focused on students' beliefs about the malleability of their intelligence. However, past studies have not explored how teachers' beliefs about the malleability of their teaching ability is associated with teaching emotions and work engagement. Akin to intelligence mindsets, teachers might also hold either a fixed or growth mindset towards their teaching ability. We tested a model wherein teachers' emotions (i.e., enjoyment, anger, and anxiety) mediated the relationship between mindsets about teaching ability and engagement. A total of 547 teachers (Mage = 39, SDage = 8.63 years; 89.6% female) completed questionnaires on mindsets about teaching ability, emotions, and work engagement. Results showed that holding a growth mindset about one's teaching ability positively predicted enjoyment, which in turn, predicted engagement. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

In this study, the associations among growth mindset, school belonging, and hope to several important academic variables are examined in a diverse sample of 447 high school students. In addition, the contribution made by growth mindset and school belonging to these academic variables is compared to hope's contribution. Data were collected via a school-administered survey and study analyses include a series of hierarchical regressions. This study had several notable findings. First, although growth mindset and school belonging accounted for meaningful percentages of variance in behavioral engagement, academic self-efficacy, and curiosity after controlling for demographics, both constructs did not meaningfully predict academic achievement, academic self-efficacy for self-regulation, or educational expectations. Second, hope not only accounted for the majority of variance across all academic variables compared to growth mindset and school belonging, but also explained a meaningful portion of all the academic variables (except educational expectations) beyond demographics and both variables. These results indicate that hope interventions might be a better investment than both growth mindset and school belonging interventions. [ABSTRACT FROM AUTHOR]

Autistic youth experience elevated rates of co-occurring internalizing symptoms. Interventions to treat internalizing symptoms in autistic youth are almost uniformly costly and time-intensive, blunting dissemination of intervention and highlighting the need for scalable solutions. One promising option is a relatively new class of evidence-based treatments, single-session interventions (SSIs), however, no study has examined SSIs for depression symptoms in autistic youth. Participants included 40 autistic adolescents ranging in age from 11 to 16 (Mage = 14.22, Nmale = 32). Eligible youth who agreed to participate were randomized to either the active intervention (Project Personality), or an active control designed to mimic supportive therapy. Participants and their caregiver completed questionnaires immediately before, after, and three months post intervention. All participants completed the intervention independently and largely reported enjoying it. The intervention was delivered with 100% fidelity. Findings demonstrated improvements in perceived primary control, malleability of personality, and social competence relative to the active control group immediately post-intervention. Further, results revealed improvements in self-reported depression symptoms and parent reported emotional regulation at 3-month follow up. This study was the first to assess a GM-SSI designed to treat depression symptoms in autistic adolescents. Results indicated improvements in perceived control immediately post-intervention and downstream improvements in depression. Nonetheless, we did not find improvements in symptoms of anxiety, suggesting that autistic adolescents may require modifications to the intervention to maximize benefit. Findings demonstrate the utility of GM-SSI for internalizing symptoms for autistic youth and hold considerable promise as a low-intensity and scalable intervention. [ABSTRACT FROM AUTHOR]

The role of racial stereotypes in youth's academic achievement becomes salient during adolescence. Yet, very few studies have investigated whether associations between Black and White American adolescents' stereotype endorsement and their cognitive engagement, mindset beliefs, and performance in math differed by stereotype valence (i.e., positive versus negative) and youth gender. To address these gaps, this 3-year longitudinal study (n = 2546; age range = 11–16; 50% males, 60% White, 40% Black; 57% qualified for free lunch) investigated (a) whether Black and White American adolescents' endorsement of positive and negative racial stereotypes differentially related to their cognitive engagement, ability mindset, and math performance and (b) whether gender moderated these relations. The results revealed that endorsing either negative or positive racial stereotypes (as opposed to those with unbiased beliefs) was linked to lower cognitive engagement and stronger fixed mindsets in math 1 year after, while endorsing negative racial stereotypes was linked to lower math scores. In addition, the intersection of adolescents' race and gender moderated some of the observed effects. The inverse link between negative stereotype endorsement and math cognitive engagement was significant for Black girls but not for Black boys. The positive link between negative stereotype endorsement and fixed math ability mindset was stronger for Black girls than Black boys, whereas the link was stronger for White boys than White girls. These findings shed light on the direction and strength of the links between racial stereotype valence and math outcomes among Black and White youth. [ABSTRACT FROM AUTHOR]

Although growth mindset (i.e., the belief that intelligence can be developed) has been shown to play an important role in academic achievement, little is known about the underlying mediating and/or moderating mechanisms in adolescents. The current study investigated (a) the mediating role of reasoning ability in the relationship between growth mindset and academic achievement, and (b) the moderating role of self-affirmation in the direct and indirect relationships between growth mindset and academic achievement. Participants were 1828 Chinese adolescents (age, M = 16.88; 59.4% male). Participants filled out questionnaires regarding growth mindset, academic achievement, reasoning ability, and self-affirmation. After controlling for age, sex, annual family income, hukou (household registered), and parent's educational level, we found that growth mindset was significantly positively associated with academic achievement. Mediation analysis revealed that reasoning ability partially mediated this relationship. Growth mindset (incremental theories of intelligence) significantly predicted academic achievement in adolescents with high self-affirmation, but not in those with low self-affirmation. Moderated mediation analysis further indicated that the direct and indirect relationships between growth mindset and academic achievement were moderated by self-affirmation. The indirect effect of growth mindset on academic achievement via reasoning ability was stronger for adolescents with high self-affirmation than in those with low self-affirmation. [ABSTRACT FROM AUTHOR]

The main purpose of this study was to examine the critical factors influencing university teachers' use of a mobile technology-enhanced teaching (MTT) platform during the new coronavirus (COVID-19) epidemic. An integrated model with multiple factors drawing from the theoretical models and learning theories was proposed in this study to examine university teachers' intentions to use an MTT platform. The multiple factors included the individual factor (e.g., growth mindset, help seeking, and self-efficacy), the social factor (e.g., social norms), and the technological acceptance factor (e.g., perceived usefulness and perceived ease of use). The survey method was used to collect data on university teachers' perceptions of the MTT platform use, and a two-step structural equation modeling approach was used for the data analysis. Based on the path analysis of a total of 214 valid responses, the results identified that growth mindset, help seeking, and self-efficacy from the individual factor, as well as perceived usefulness from the technology acceptance factor were the significant determinants of university teachers' intentions to adopt the MTT. The contributions of this study are twofold. First, the proposed model was derived from multiple literature sources, providing a sound theoretical foundation to understand MTT platform use from an academic angle. Second, university teachers' viewpoints are a unique observation of their actual platform use, providing practical insights into the improvement and maintenance of MTT-related platforms for all educators. The findings are especially valuable during the post-COVID-19 era. [ABSTRACT FROM AUTHOR]

To explore effective growth mindset intervention that is applicable for the higher education setting, study 1 conducted a systematic review to analyze relevant literature published between 2010 and 2021. We identified 13 papers and synthesized the results of these studies to understand how the intervention was designed, conducted, and evaluated, pointing out the lack of attention to visual images as mindset intervention in the existing literature. Accordingly, in study 2, a set of infographic materials was developed and delivered to thirty participants recruited in a university to cultivate a growth mindset. The participants were randomly assigned to an experimental or control group. To measure the effectiveness of the intervention, participants are required to complete a pre-and post-survey. Significant differences were found between the two groups after 6-week intervention, as the experimental group perceived intelligence significantly more malleable. Weekly reflections were analyzed to evaluate the impacts of the designed materials. [ABSTRACT FROM AUTHOR]

Any first step in organisational adaptation starts with individuals' responses and willingness (or otherwise) to change an aspect of themselves given the transcontextual settings in which they are operating (Bateson in Small arcs of larger circles: framing through other patterns, Triarchy Press, Axminster, 2018). This research explores the implications for organisational adaptation strategies when Artificial Intelligence (AI) is being embedded into the ecology of the organisation, and when employees have a dominant fixed or growth mindset (Dweck in Mindset: changing the way you think to fulfil your potential. Robinson, London, 2017). Research participants were supplied with a single scenario based in 2030, where—as a result of Artificial Intelligence technology implementation—employees were going to be displaced. Using Torbert's (Organizational wisdom and executive courage, New Lexington Press, San Francisco, 1998) 'first, second and third person' research theory, participants were asked to independently review their thoughts, sense, and image of the future from a fixed mindset position (considered to be the worst case), then from a growth mindset perspective (best case), and then do the same collectively. Five key findings are outlined which support the principle that having a growth mindset is a key component of adaptive capacity and futures literacy. The five key findings conclude that AI adaptation processes need to include compassion and authenticity, embodiment, fundamental needs and motivations, mutual learning and considering what lies beyond the edges of the organisation (Bateson in Small arcs of larger circles: framing through other patterns, Triarchy Press, Axminster, 2018). [ABSTRACT FROM AUTHOR]

There is a heated debate about the efficacy of growth mindsets in predicting achievement and other key learning-related outcomes with some studies supporting and others failing to find evidence of growth mindset's adaptive effects. Moreover, past studies on mindsets have mostly examined it as a psychological variable with little attention to how it interacts with socioeconomic status (SES). This study aims to examine (1) how growth mindsets are associated with key learning-related outcomes (i.e., motivation, engagement, and achievement) and (2) how growth mindsets interact with structural factors, specifically socioeconomic status at the individual and school level, in predicting key learning-related outcomes. The sample was drawn from the nationally representative Educational Longitudinal Study (ELS) dataset which contained responses from 15,362 tenth-grade students in the United States. Data were analyzed using hierarchical linear modeling to take into account the multi-level nature of the data. Though having a growth mindset was positively associated with better motivation and engagement for students across all socioeconomic strata, its effects on achievement were moderated by SES. A growth mindset positively predicted achievement only among students from more advantaged families but not among those from less advantaged families. This study highlights the importance of examining the interplay between mindsets and socioeconomic factors in understanding students' motivation, engagement, and achievement. [ABSTRACT FROM AUTHOR]

This paper examines university faculty perceptions on whether preservice teachers are sufficiently prepared to use information and communication technology (ICT) for teaching in early grades and barriers faced in incorporating these technological interventions in classroom settings. This study employed a qualitative research approach and semi-structured questionnaires to investigate faculty perceptions from a teacher education university and considered their responses through the lens of growth and fixed mindsets. The findings revealed that, despite preservice teachers being exposed to instructional technology as part of their academic preparation for early grades teaching, faculty perceived that challenges exist that inhibit preservice teachers' readiness to integrate technologies in their teaching of mathematics. In particular, many significant disagreements existed among the teacher education faculty as to how prepared they perceived their preservice teachers to be in the use of technology in their future classrooms. Findings from this study led to additional observations regarding university faculty opinions regarding their own use of ICT and its implementation in the department and programme. [ABSTRACT FROM AUTHOR]

Background: The extent to which students view their intelligence as improvable (i.e., their "mindset") influences students' thoughts, behaviors, and ultimately their academic success. Thus, understanding the development of students' mindsets is of great interest to education scholars working to understand and promote student success. Recent evidence suggests that students' mindsets continue to develop and change during their first year of college. We built on this work by characterizing how mindsets change and identifying the factors that may be influencing this change among upper-level STEM students. We surveyed 875 students in an organic chemistry course at four points throughout the semester and interviewed a subset of students about their mindsets and academic experiences. Results: Latent growth modeling revealed that students tended to shift towards viewing intelligence as a stable trait (i.e., shifted towards a stronger fixed mindset and a weaker growth mindset). This trend was particularly strong for students who persistently struggled in the course. From qualitative analysis of students' written survey responses and interview transcripts, we determined that students attribute their beliefs about intelligence to five factors: academic experiences, observing peers, deducing logically, taking societal cues, and formal learning. Conclusions: Extensive prior research has focused on the influence of mindset on academic performance. Our results corroborate this relationship and further suggest that academic performance influences students' mindsets. Thus, our results imply that mindset and academic performance constitute a positive feedback loop. Additionally, we identified factors that influence undergraduates' mindset beliefs, which could be leveraged by researchers and practitioners to design more persuasive and effective mindset interventions to promote student success. [ABSTRACT FROM AUTHOR]

Implicit theories about the malleability of emotion and anxiety (i.e., mindsets) are related to clinically relevant outcomes. However, a paucity of research in clinical samples highlights the importance of assessing the role of these mindsets in treatment. In the current study, treatment-seeking adults (N = 104, Mage = 25.29, SD = 8.42) at a university training clinic evidenced greater malleability in anxiety (but not emotion) mindset at their final treatment session as compared to their initial intake appointment. Surprisingly, neither anxiety nor emotion mindset exerted an indirect effect on the relationship between intake and final session levels of symptom distress, social role, or interpersonal functioning, while controlling for pre-treatment mindsets and session attendance. Yet, accounting for the same covariates, anxiety mindset at the final session was significantly associated with final session levels of symptom distress and social role. Findings contribute to the growing evidence regarding the relative importance of anxiety over emotion mindset in relating to clinical outcomes, while also highlighting the limitations of both mindsets in explaining treatment change. [ABSTRACT FROM AUTHOR]

Implicit theories refer to people's beliefs about the malleability of personal attributes. Although previous studies have found that those who believe that their attributes are fixed (i.e., entity theorists) tend to be more depressed than those who do not (i.e., incremental theorists), the underlying mechanism is yet to be fully understood. In the present study, we examined experiential avoidance as a potential mediator of this association in both clinical and non-clinical samples. Patients with depressive disorder (N = 100) and a non-clinical community sample of adults (N = 100) completed measures of implicit theories about anxiety, emotion, and personality, as well as measures of experiential avoidance and depression. The results indicated that experiential avoidance mediated the association between implicit theories in the three domains and depression in both patient and community samples. We replicated previous findings of the positive association between an entity theory and depression in understudied samples, and identified experiential avoidance as a mediator regardless of the severity of the depression. [ABSTRACT FROM AUTHOR]

Adolescents' depressive symptoms are affected by a number of factors including life stress, gender, socio-economic status, and parental depression symptoms. However, little is known about whether adolescent depressive symptoms are also affected by parental motivational characteristics. The current study explores the relationship between parental motivational perseverance (i.e., parents' persistency in the face of setbacks and difficulties) and children's depressive symptoms during the adolescence, given the critical role of perseverance in psychological well-being. The predictive utility of two motivational characteristics relevant to perseverance: parents' growth mindset (i.e., one's belief about the malleability of human competence) and grit (i.e., perseverance for long term goals) were examined. Four hundred pairs of Japanese parents (82% mothers) and their adolescent children (50% females; average age at the time of the first assessment = 14.05 years; SD = 0.84) independently completed surveys measuring their growth mindset, grit, and depressive symptoms at two time points (approximately one year apart; attrition rate = 25%). The Actor-Partner Independence Model, a statistical model that accounts for inter-dependence between dyads (e.g., parents and children), was used to examine how parental motivational perseverance predicts the long-term change in their offspring's depressive symptoms. The results showed that parental grit led to the decrease in adolescents' depressive symptoms through the changes in adolescents' grit. On the other hand, parental growth mindset directly predicted the adolescents' depressive symptoms, and this was not mediated by the adolescents' growth mindset. These findings underscore the importance of parental motivational characteristics in regards to adolescents' depressive symptoms. [ABSTRACT FROM AUTHOR]

Despite academics' enthusiasm about the concept of grit (defined as consistency of interest and perseverance of effort), its benefit for academic achievement has recently been challenged. Drawing from a longitudinal sample (N = 2018; 55.3% female; sixth–nineth grades) from Finland, this study first aimed to investigate and replicate the association between grit and achievement outcomes (i.e., academic achievement and engagement). Further, the present study examined whether growth mindset and goal commitment impacted grit and whether grit acted as a mediator between growth mindset, goal commitment, and achievement outcomes. The results showed that the perseverance facet of grit in the eighth grade was associated with school achievement and engagement in the nineth grade, after controlling for students' conscientiousness, academic persistence, prior achievement and engagement, gender and SES, although the effect on engagement was stronger than on achievement. In addition, grit was predicted by goal commitment in the sixth grade, but not by the growth mindset in the sixth grade. Finally, the perseverance of effort (not the consistency of interest) mediated the effect of goal commitment on engagement. These findings suggest that grit is associated with increased engagement and academic achievement; and practitioners who wish to improve grit of adolescents may encourage goal commitment more than growth mindset. [ABSTRACT FROM AUTHOR]

Objectives: The purpose of this study was to develop a consolidated helicopter parenting scale (CHPS) from five existing measures of helicopter parenting and utilize the new measure to examine the relationship between helicopter parenting and intelligence mindset. Methods: Participants were 275 emerging adults between 18–25 years of age who completed an online survey. First, we conducted an Exploratory Factor Analysis of five helicopter parenting measures to develop a scale that reliably measured participants' reports of helicopter parenting by both their mothers and fathers. Then, we utilized the new measure to examine whether helicopter parenting mediated the relationship between emerging adults' report of their parents' failure mindsets and their own intelligence mindsets. Results: The 10 items retained in the factor analysis primarily captured emerging adults' perception that their parents' involvement was inappropriate rather than delineating objective behaviors in which their parents engaged. Both mothers and fathers were more likely to engage in helicopter parenting when emerging adults reported their parents had a failure mindset. However, only fathers' helicopter parenting mediated the relationship between parents' failure mindsets and their children's intelligence mindsets. Conclusions: When parents were viewed as having a failure-is-debilitating mindset, emerging adults also reported that fathers were more likely to participate in helicopter parenting behaviors, which was associated with fixed mindsets in emerging adults. People with fixed mindsets have been found to have decreased motivation (e.g., avoiding challenges and less perseverance) and academic achievement in prior research. [ABSTRACT FROM AUTHOR]

Beliefs about the malleability of self-attributes—mindsets—may have important relevance to clinical psychology. Individuals with growth mindsets of anxiety and general emotions (the belief that these attributes are changeable) report fewer psychological symptoms, more adaptive emotion regulation strategies, and prefer effortful treatments. However, most research has been conducted in unselected student samples, limiting understanding of clinical utility. Thus, we evaluated mindsets of anxiety and emotion in patients attending an intensive psychiatric partial hospitalization program using cognitive-behavior therapy, acceptance–commitment therapy, and dialectical-behavior therapy. Growth mindsets of anxiety and emotion were negatively correlated with psychological distress. Baseline growth mindset of anxiety, but not general emotion, predicted fewer anxiety symptoms at discharge, even after controlling for psychiatric symptoms, number of inpatient hospitalizations, and treatment expectations. Moreover, patients became significantly more growth-minded about anxiety at discharge, especially those with elevated psychiatric symptoms at baseline. Findings highlight the clinical potential of mindsets and point to intervention targets. [ABSTRACT FROM AUTHOR]

A wide range of mindset interventions has been designed to tackle the educational gap and improve the academic achievements of underperforming students. These interventions often target small student samples in experimental or homogeneous educational settings. This paper will explicitly emphasize the role of context in the relationship between growth mindset and academic achievement in order to optimize the potential impact of mindset interventions. Based on the Self-System of Motivational Development, we offer a framework which allows for investigating the mediating function of growth mindset between the contextual factors of "minority background" and "academic validation," as well as students' levels of academic adjustment and academic outcome. Our data, drawn from survey research (N = 1549) in a Belgian university, indicate both an inverse, negative effect of mindset on academic outcomes—with little impact of context on mindset—as well as positive effects of academic validation on academic outcome among minority students. These results suggest that academic outcome depends on more than whether students are located on the positive or negative side of the mindset spectrum. [ABSTRACT FROM AUTHOR]

Much of the workforce demand in science, technology, engineering, and mathematics (STEM) in the United States goes unmet, and females and racial/ethnic minorities are vastly underrepresented in these fields. To understand the psychological antecedents for STEM career attainment, this study took an intersectional approach and examined racial/ethnic and gender differences in youth's math-related ability beliefs—growth mindset, self-concept, and career expectancy—and their longitudinal relations to STEM career attainment. Specifically, the study utilized nationally representative data of 10th graders over 10 years (n ~ = 14,320, Mage = 16.46, 50.4% female; 60.6% White, 15.5% Latinx, 14.1% Black, 9.8% Asian). The results indicated that youth's math-related ability beliefs positively predicted their later STEM career outcomes. Furthermore, female adolescents' math self-concept was more negative than male adolescents among Whites and Latinxs but not among Blacks and Asians. Black adolescents did not fully garner the advantage of having positive self-concept. Finally, high school math achievement did not predict Latina and Black youth's STEM career expectancy. The current findings inform future interventions that different ability beliefs may need to be targeted for each race/ethnicity and gender. [ABSTRACT FROM AUTHOR]