190 results on '"Growth Mindset"'
Search Results
2. Evaluation of in-service inclusive education teacher mindsets: relationship between beliefs and practices.
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Page, Angela, Charteris, Jennifer, and Anderson, Joanna
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- *
MATURATION (Psychology) , *IN-service training of teachers , *INCLUSIVE education , *CLASSROOM environment , *TWENTY-first century - Abstract
Innovative learning environments are educational settings that promote flexibility, and collaboration, thereby necessitating a shift in teachers’ mindsets to effectively foster inclusivity in these dynamic spaces. Mindsets are our beliefs about human attributes, including abilities. The article investigates the degree to which in-service teachers, enrolled in a postgraduate inclusive education course, enact a growth mindset in response to an assessment task. Notably, the study reveals that although 80% of the participants self-reported having a growth mindset, only 44% demonstrated such a mindset in their assignment. The article underscores the need for a deeper understanding of mindsets among teachers to meet the challenges of aligning teachers’ mindsets with their actual teaching practices. Implications for teachers in meeting the demands as responsive practitioners is discussed. [ABSTRACT FROM AUTHOR]
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- 2025
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3. Mindset and participation: Correlations among healthy children.
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Rosenberg, Limor
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DATA analysis ,QUESTIONNAIRES ,STATISTICAL sampling ,HEALTH behavior in children ,DESCRIPTIVE statistics ,MULTIVARIATE analysis ,CHI-squared test ,ANALYSIS of variance ,STATISTICS ,DATA analysis software ,CHILD behavior ,PATIENT participation ,ACTIVITIES of daily living ,CHILDREN - Abstract
Introduction: Mindsets are ability-related beliefs concerning the malleability of human traits such as intelligence or personality. Mindsets span a continuum between fixed and growth mindsets; they shape engagement and behavior and contribute to performance and achievements. However, children's mindsets regarding participation in daily activities have yet to be studied. The study objectives were to explore the domain-specificity of children's mindsets and the correlations between mindsets and participation. Methods: Sixty-six children (36 boys) aged 6–9 years (m = 7.39 ± 0.85) completed the Kids' Mindset Questionnaire assessing mindset regarding behavior, praxis, and literacy. Their parents completed the Children Participation Questionnaire-School. Results: Children were found to endorse growth mindsets. However, the behavior mindset score was the lowest compared to praxis and literacy mindsets (X 2 = 8.72, p = 0.013). Behavior and literacy mindsets were not correlated with participation; however, the praxis mindset was positively correlated with children's independence and enjoyment in participation (r = 0.29, r = 0.249, p < 0.05, respectively). Conclusions: Children tend to endorse growth mindsets; however, mindsets are domain-specific; the behavior mindset is the least malleable. Children's beliefs regarding the malleability of praxis skills are of value for their involvement in participation. For occupational therapy practitioners, fostering children's growth mindset can be a complementary way to promote optimal participation. [ABSTRACT FROM AUTHOR]
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- 2024
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4. Türkçe Öğrenen Uluslararası Öğrencilerde Kültürlerarası Duyarlılık ve Zihniyet Arasındaki İlişkinin İncelenmesi.
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ACAR, Yasemin and MEYDAN, Ali
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MATURATION (Psychology) ,FOREIGN study ,TURKS ,CULTURAL adaptation ,FOREIGN students - Abstract
Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
- Full Text
- View/download PDF
5. Mindset Types and Behavioral Engagement towards Mathematics among Junior High School Students in Laubach Institute.
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Balabagan, Saharah R., Balowa, Normillah M., Balowa, Samirah P., Gumacap, Irma T., Sanguila, Nadia B., and Dy, Karen Gay P.
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JUNIOR high school students ,MATURATION (Psychology) ,SEVENTH grade (Education) ,PEARSON correlation (Statistics) ,NINTH grade (Education) - Abstract
This study, conducted at Laubach Institute during the S.Y. 2023-2024, aimed to determine the mindset towards mathematics and behavioral engagement among junior high school students. The respondents were 141 students, and the study used a descriptive-correlational research design with survey questionnaires and open-ended interview questions. The data were analyzed using means, standard deviation, and Pearson r correlation at a 0.05 level of significance. The findings revealed that Grade 9 students had the highest mean value of 2.47 for a fixed mindset, rated as "disagree," while Grade 7 had the lowest mean value of 2.28, also rated as "disagree." The overall mean for a fixed mindset was 2.40. For the growth mindset, Grade 8 students had the highest mean value of 3.14, rated as "agree," and Grade 9 had the lowest mean value of 2.96, also rated as "agree." The overall mean for a growth mindset was 3.07. In terms of behavioral engagement, Grade 7 had the highest mean value of 3.41 for attendance, rated as "sometimes," while Grade 9 had the lowest mean value of 3.00. For attention, Grade 7 again had the highest mean value of 3.04, while Grade 9 had the lowest mean value of 2.91. For participation, Grade 10 had the highest mean value of 2.81, while Grade 7 had the lowest mean value of 2.69. For compliance, Grade 8 had the highest mean value of 2.93, while Grade 10 had the lowest mean value of 2.75. The study found a significant correlation between the growth mindset and behavioral engagement in terms of participation and compliance for Grade 7 students. Specifically, Grade 7 had an r-value of 0.351 for participation, interpreted as "Low Positive," and a p-value of 0.00, indicating significance. For compliance, Grade 7 had an r-value of 0.566, interpreted as "Moderately Positive," and a p-value of 0.00, also indicating significance. Grades 8, 9, and 10 had p-values greater than 0.05 for both participation and compliance, indicating no significant correlation. This suggests that younger students' growth mindsets are positively influenced by all domains of behavioral engagement. [ABSTRACT FROM AUTHOR]
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- 2024
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6. Growth mindsets in academics and academia: a review of influence and interventions.
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Sousa, Bailey J. and Clark, Alexander M.
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CAREER development , *OCCUPATIONAL achievement , *INDIVIDUAL development , *ACADEMIA , *WELL-being - Abstract
This review focuses on the nature, influence, and modifiability of academics' mindsets. Synthesising the large, growing, and influential body of adult growth and fixed mindset research with applied research into academia, it documents emerging evidence suggesting an academic's growth mindset can improve their personal performance, career success, and well-being – and some student, peer, and workplace outcomes. Commencing with a primer to the general research into the nature and effects of mindsets in adults, we recommend that while more and better applied research is needed, and there is sufficient general and research in academics to incorporate growth mindset principles into professional development for individual academics, managers and institutional leaders. [ABSTRACT FROM AUTHOR]
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- 2025
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7. Growth Mindset Is Associated With Mastery Goals in Adulthood
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Léa Tân Combette, Jean-Yves Rotgé, and Liane Schmidt
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fixed mindset ,growth mindset ,mastery goals ,performance goals ,adulthood ,Psychology ,BF1-990 - Abstract
Growth mindsets, the belief that intelligence can grow with effort and training, have been associated with the adoption of mastery goals in children and adolescents. However, it is unknown whether these two factors are also correlated in adults. We conducted two online studies among three hundred participants to challenge this association. Results from (1) zero-order correlations, (2) structural equation modeling and (3) out-of-sample predictions converged on the finding that growth mindset was associated with the adoption of mastery goals in mathematics. This association generalized across different ways of measuring mindsets. Taken together the results provided new evidence for the idea that mindset and goal achievement are intrinsically related concepts, which remain associated across different life stages and generalize across populations.
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- 2024
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8. Examination of the validity of the Chinese version of the Language Mindsets Inventory among Chinese university students.
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Pengpeng Cai, Xuhong Li, Zheyuan Mai, Juxiong Feng, and Xin Guan
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MATURATION (Psychology) ,EDUCATIONAL planning ,CONFIRMATORY factor analysis ,CRONBACH'S alpha ,CHINESE language - Abstract
Introduction: With the growing interest in the psychological basis of language learning, this study aims to validate the Chinese version of the Language Mindset Inventory (LMI) among Chinese university students. Methods: A sample of 476 students from various universities in mainland China was used. The translation process followed the forward-backward method. Confirmatory factor analyses (CFAs) were conducted to evaluate the factor structure. The internal consistency of the LMI was assessed using Cronbach's alpha, and convergent validity was examined through correlations with established mindset measures. Results: Compared with the one-factor model, the two-factor model which distinguishes between fixed and growth mindsets, showed an acceptable and better fit index. The overall Cronbach's alpha for the full scale was 0.954, with 0.929 for the fixed mindset dimension and 0.903 for the growth mindset dimension. AVE values for the fixed and growth dimensions were 0.597 and 0.510, respectively. Correlations showed that the growthmindset dimension was significantly positively associated with the 8-Item Growth Mindset Scale (r = 0.186, p < 0.01) and the Mindset Scale for Learning English (r = 0.149, p < 0.01), while the fixed mindset dimension was negatively associated with both scales (r = -0.228 and r = -0.169, p < 0.01). Discussion: This study confirms the reliability and validity of the Chinese version of the LMI, making it a relevant tool for assessing language learning mindsets among Chinese university students. The findings support the integration of LMI into educational strategies to promote resilience and adaptability, enhancing language education outcomes. [ABSTRACT FROM AUTHOR]
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- 2024
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9. Exploring the Growth Mindset of Pre-Service Teacher Students in a Thai Context: An Exploratory Study.
- Author
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Tanutchaporn Namwat, Chitraporn Boonthanom, and Nanpapat Amborisuth
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STUDENT teachers - Abstract
The research project aimed to analyze the components of final-year pre-service teacher students' Growth Mindset and to study the characteristics of Growth Mindset. The population in this research study consisted of 349 final-year preservice teacher students in Bangkok, Thailand. 48.453% of the variance was explained by components (a) Commitment Leading to Success, followed by (b) Challenge as Learning (7.176%), and (c) Self-Awareness (4.217%). The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy was 0.955, indicating the appropriateness of the data for factor analysis. Bartlett's test of sphericity (χ² = 5259.906, p < .05) confirmed the data's suitability for factor analysis. The Eigenvalues for the components ranged from 1.012 to 11.629. These findings suggest that pre-service teacher students with Growth Mindset are characterized by a strong commitment to achieving success, a propensity to view challenges as learning opportunities, and a heightened level of self-awareness. The results underscore the importance of incorporating Growth Mindset development into teacher education programs to foster resilience and adaptability among future educators. [ABSTRACT FROM AUTHOR]
- Published
- 2024
10. Growth Mindset Is Associated With Mastery Goals in Adulthood.
- Author
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Combette, Léa Tân, Rotgé, Jean-Yves, and Schmidt, Liane
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MATURATION (Psychology) ,STRUCTURAL equation modeling ,GOAL (Psychology) ,ADULTS ,TEENAGERS ,ACHIEVEMENT - Abstract
Growth mindsets, the belief that intelligence can grow with effort and training, have been associated with the adoption of mastery goals in children and adolescents. However, it is unknown whether these two factors are also correlated in adults. We conducted two online studies among three hundred participants to challenge this association. Results from (1) zero-order correlations, (2) structural equation modeling and (3) out-of-sample predictions converged on the finding that growth mindset was associated with the adoption of mastery goals in mathematics. This association generalized across different ways of measuring mindsets. Taken together the results provided new evidence for the idea that mindset and goal achievement are intrinsically related concepts, which remain associated across different life stages and generalize across populations. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
11. Fixed is not the opposite of growth: Item keying matters for measuring mindsets.
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Grüning, David J., Rammstedt, Beatrice, and Lechner, Clemens M.
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MATURATION (Psychology) ,MASS media influence ,SEXUAL dimorphism ,EDUCATION policy ,RESEARCH personnel - Abstract
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]
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- 2024
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12. Impact of a Digital Growth Mindset on Enhancing the Motivation and Performance of Chemistry Students: A Non-Cognitive Approach.
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Sarwar, Muhammad Naeem, Javed, Zahida, Farooq, Muhammad Shahid, Nazar, Muhammad Faizan, Wasti, Shahbaz Hassan, Butt, Intzar Hussain, Ansari, Ghulam Jillani, Basri, Rabia, Kulsoom, Sumaira, and Ullah, Zaka
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MATURATION (Psychology) ,PRE-tests & post-tests ,SECONDARY school students ,DIGITAL technology ,ACADEMIC motivation ,ACHIEVEMENT ,ACHIEVEMENT motivation - Abstract
The current study investigates the effects of a digital growth mindset on the motivation and success of chemistry students. The approach involves the use of technological tools that encourage students to face challenges and keep trying even when things become difficult. Students can achieve milestones by following this fruitful methodology. This study utilized a mixed-method design of an ordered–explanatory type, as identified in one of the categories of mixed-method approaches. The quantitative aspects of the research project were conducted using a matching-only pre-test–post-test control-group design. This was conducted because the study was carried out on secondary school students in Lahore, Pakistan, and the population included students up to the tenth grade. Only the experimental group participated in digital growth mindset activities. The control group was taught using traditional methods. The qualitative aspect of the study involved conducting focus group discussions with students in the experimental group. The results showed a significant improvement in motivation and chemistry achievement among the students in the experimental group, as evidenced by the higher mean scores from the pre-tests and the post-tests compared to the control group. The present research findings reveal that digital growth mindset interventions, when appropriately incorporated into chemistry curricula, possess the capacity to not only improve student engagement and subsequent performance but also to provide educators with valuable insights into instructional practices that are worth implementing in the digital era. [ABSTRACT FROM AUTHOR]
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- 2024
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13. Development and validation of the Multidimensional Mindset Scale: Growth and fixed mindsets.
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Ortiz Alvarado, Nancy, Quintanilla Domínguez, Claudia, Ayala Gaytan, Edgardo, and Del Castillo de la Fuente, Ernesto
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MATURATION (Psychology) ,MULTIDIMENSIONAL scaling ,MULTIPLE intelligences ,CONFIRMATORY factor analysis ,EXPLORATORY factor analysis ,REVERSE logistics - Abstract
Evidence suggests that fixed and growth mindsets shape human behavior (Rucker & Galinsky, Journal of Consumer Psychology, 2016;26(1):161–164); however, empirical research on mindsets is highly sensitive in terms of how they are measured. This article addresses specific limitations in measuring growth and fixed mindsets using existing scales, especially Dweck's (Self‐theories: Their role in motivation, personality, and development, 2000) scale, which is the most recognized and commonly used instrument in this area. The main contribution of the article is that it develops an alternative scale that addresses these potential limitations; specifically, the proposed scale (1) measures the fixed and growth mindsets as independent constructs (note that We refer to "independence" among constructs (fixed and growth), considering that they are not just two opposite constructs of the same continuum, but different constructs. Thus, we included items for each one to capture the properties of each construct while avoiding the use of the same items in reverse coding), (2) does not use reverse coding, and (3) comprises four dimensions including important variables that should be considered when measuring mindsets: intelligence beliefs, practice and effort, challenges, and multiple intelligence. To this end, we employed a multi‐method approach by combining qualitative research with the exploratory and confirmatory factor analysis of a survey database to arrive at a 25‐item scale of growth and fixed mindsets. The scale, denoted as the Multidimensional Mindset Scale (MUMIS), satisfies reliability, convergent, divergent, and nomological validity tests. MUMIS opens new avenues to explore the understanding of the effects of specific intelligence beliefs, practice and effort, challenges, and multiple intelligence in fields like consumer behavior, education, psychology, and well‐being. [ABSTRACT FROM AUTHOR]
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- 2024
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14. Self-efficacy and mindsets research among Bulgarian citizens
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Stoeva Stoeva, Venelina, Striełkowski, Wadim, Editor-in-Chief, Park, Han Woo, Series Editor, Khan, Intakhab Alam, Series Editor, Birkök, Mehmet Cüneyt, Series Editor, Sultana, A. Shahin, Series Editor, R. Kapoor, Aditya, Series Editor, Dogan, Asim, Series Editor, Titrek, Osman, editor, de Reis, Carlos Sousa, editor, and Puerta, José Gijon, editor
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- 2024
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15. Does Students’ Socioeconomic Status Moderate the Relationship between Growth Mindset and Learning Achievement: Evidence from PISA 2018 for Kazakhstan
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Nazym Smanova and Gulmira Smanova
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learning achievement ,growth mindset ,fixed mindset ,socioeconomic status ,pisa ,kazakhstan ,Education (General) ,L7-991 - Abstract
Multiple studies demonstrate a positive association between having a growth mindset and learning achievement. However, recent research reveals that several aspects might moderate this relationship, such as psychological factors, the socioeconomic background of families, sense of belonging to school community, or school characteristics. The present study examines how socioeconomic status (SES) moderates the relationship between growth mindset and academic performance in reading drawing on a nationally representative sample of Kazakhstani students from the PISA 2018 database. The findings suggest that the socioeconomic status of students is a significant moderator in the relationship between growth mindset and learning achievement. The results show that beliefs about growth mindset account for higher learning achievement among both high and low-SES students in Kazakhstan. The last section discusses the policy implications these results have for Kazakhstan.
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- 2024
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16. Fostering Growth Mindset and Grit within Students in the Mathematics Classroom.
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Geng, Edwin
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MATURATION (Psychology) ,EDUCATIONAL standards ,EDUCATIONAL planning ,MATHEMATICS teachers ,PERSEVERANCE (Ethics) ,WORD problems (Mathematics) - Published
- 2024
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17. Qualitative identification of mindset in general surgery trainees and faculty in the United States
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Golisch, Kimberly B., Amortegui, Daniela, Mackiewicz, Natalia I., Wu, Christine, Cheung, Elaine, Bilimoria, Karl Y., Johnson, Julie K., and Hu, Yue-Yung
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- 2024
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18. Haiku Horizons: Visions of Tomorrow, Creative Mindsets, and Artificial Intelligence-Driven Change.
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Farrow, Elissa
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MATURATION (Psychology) , *ORGANIZATIONAL response , *ARTIFICIAL intelligence , *THEMATIC analysis , *PARTICIPANT observation - Abstract
In an ever-changing technological landscape, organizations stand at a pivotal juncture, seeking to harness the transformative potential of Artificial Intelligence (AI) while confronting the spectre of workforce upheaval. This study extends on an exploratory journey into the profound impact of mindset, drawing inspiration from images of the future. It delves into how these mental landscapes shape organizational responses to imminent disruptions ushered in by AI. Employing an innovative participatory research approach, participants reviewed previously created hand drawn images of the future to conduct a thematic analysis and haiku poetry contribution. Participants envisioned a world where AI implementation led to employee displacement. This essay extends on this transformative research journey and showcases participant-generated summative poetry contributions. The essay deepens the profound relevance of cultivating creative and anticipatory mindsets within people as they navigate AI-induced disruptions. [ABSTRACT FROM AUTHOR]
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- 2024
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19. Exploring the role of implicit theories of talent in subjective well-being, academic buoyancy, and perceived physical health: A study in the Philippine context.
- Author
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Valdez, Jana Patricia Millonado
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WELL-being , *STRUCTURAL equation modeling , *SCHOOL environment , *HEALTH status indicators , *PSYCHOLOGY , *MENTAL health , *ACADEMIC achievement , *ABILITY , *THEORY , *SCHOOLS , *INTERPERSONAL relations , *REWARD (Psychology) , *HIGH school students - Abstract
Prior studies commonly emphasized the beneficial impacts of a growth mindset on students' success and well-being. However, recent evidence cast doubts on the ability of a growth mindset to optimize desirable achievement and psychological outcomes. This study contributes to this line of evidence by exploring the association of mindsets in talent—a new domain of implicit theories encompassing belief about the nature of talent—with students' subjective well-being, academic buoyancy, and general health among selected Filipino high school students. Results of structural equation modeling indicate that whereas incremental theory in talent (or growth mindset) was more strongly and positively correlated with academic buoyancy, school connectedness, and joy of learning, entity theory (or fixed mindset) was more strongly and positively associated with educational purpose and general health. These findings underscore the mental health rewards associated with cultivating both growth and fixed mindsets about talent in school contexts. [ABSTRACT FROM AUTHOR]
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- 2024
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20. EL IMPACTO DE LAS TEORÍAS IMPLÍCITAS DE LA INTELIGENCIA EN LA EDUCACIÓN.
- Author
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Ávila Villa, Billy Bryan
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MATURATION (Psychology) ,RESEARCH personnel ,EDUCATION theory ,MOTIVATION (Psychology) ,CRITICISM - Abstract
Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
21. The relation between teacher and students' mathematical mindsets to the student’s comprehension of mathematics concepts
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Sugama Maskar and Tatang Herman
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case study ,fixed mindset ,growth mindset ,mathematical mindset ,Mathematics ,QA1-939 - Abstract
The aim of this study is to understand the relationship between teacher and student mindsets in relation to the student’s comprehension of mathematics concepts. This study used a qualitative research type with a case study method. Participants in this study were 30 students and one teacher from one of the public junior high schools in Cianjur, Indonesia. Data sources used in this study were collected through teacher and student questionnaires, class observations, and semi-structured interviews. The class observation material was about linear function, and the learning process was carried out using the Complex Instruction (CI) approach based on growth mindset instruction. The questionnaire results show that teachers and students tend to have a fixed mindset. The fixed mindset of both the students and the teacher is particularly evident in their beliefs about the nature of math and their orientation towards student mastery and performance. The results of observations and interviews show a relationship between this mindset and student performance in class. Most students tend to show low performance in understanding linear function concepts. Based on the observations, students experienced problems in algebra thinking, had difficulty understanding mathematical concepts as a whole, and showed a lack of motivation and self-confidence. The results indicate that there is a significant relationship between the fixed mindsets of teachers and students towards students' lower performance in mathematics learning in the classroom.
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- 2024
- Full Text
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22. Value Driven Growth Mindset and Value Driven Fixed Mindset?
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Toronata Tambun and Dodi Wirawan Irawanto
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growth mindset ,fixed mindset ,carol dweck ,ethical decision-making ,cognitive psychology ,brain stem impulses ,human behavior ,moral values ,behavioral psychology ,mindset dynamics ,Business ,HF5001-6182 - Abstract
This article explores the integration of growth and fixed mindsets with ethical considerations and primal instincts, offering a fresh perspective on understanding human behaviour, especially in studying organizational behaviour. The motivation behind this exploration is to extend Carol Dweck's mindset theory by incorporating moral and instinctual dimensions, addressing a gap in how these mindsets intersect with ethical decision making that motivated behaviour in organization. The primary method involves constructing a 2x2 matrix that categorizes individuals based on their mindset (growth or fixed) and their tendency to either uphold ethical and moral principles or succumb to primal brain stem impulses. This matrix serves as a tool to elucidate the complex interaction between cognitive orientations and ethical or instinctual drives. For the organizational behaviour, these comprehensive framework, highlights the nuanced relationship between mindset typologies and ethical or primal inclinations, proposing that behaviour is a product of this multifaceted interaction in the interaction of individual in organization. The article concludes with insights on how this integrated approach can enhance our understanding of human actions and decision-making processes.
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- 2023
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23. Implicit Theory of Intelligence: Growth Mindset
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Mehmet Ali Padır and Mehmet S. Vangölü
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implicit theory intelligence ,intelligence ,learning ,growth mindset ,fixed mindset ,Psychiatry ,RC435-571 - Abstract
There has been a long-standing debate among scientists as to whether intelligence is something innate, tangible, fixed, and relatively unchanging, or whether intelligence is not fixed and unchanging, but rather something that can be developed, dynamic, shaped, and strengthened with effort. Carol Dweck and her colleagues, who have focused their studies in this field, have developed the implicit theory of intelligence, which deals with this topic. According to the implicit theory of intelligence, which is based on people's beliefs about the nature of their intelligence, these beliefs are the perspectives on whether the intellectual abilities of individuals are fixed or whether they can be developed or not. Implicit theory of intelligence; expresses people's beliefs related to their intelligence as a structure consisting of two parts: the growth mindset and the fixed mindset. The implicit theory of intelligence see intelligence as ranging from either being stable, fixed, unchangeable, and innate (fixed mindset) or being improvable, dynamic, malleable, and could be changed by effort or hard work (growth mindset). This theory has been renamed as growth mindset in the recent period. Shortly, growth mindset interventions. Express that human abilities are not fixed and these abilities can be developed. However, as a result of a detailed search in the national literature, it has been determined that there is no study growth mindset. Therefore, in this study, it is aimed to introduce growt mindset, whose effectiveness has been tested by many studies and evidence-based, especially to young researchers working in the academic field and field workers in Türkiye.
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- 2023
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24. The Double Cognitive Bias of Mistakes: A Measurement Method.
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Kucharska, Wioleta, Bedford, Denise A. D., and Kopytko, Aleksandra
- Abstract
There is no learning without mistakes. However, making mistakes among knowledge workers is still seeing shameful. There is a clash between positive attitudes and beliefs regarding the power of gaining new (tacit) knowledge by acting in new contexts and negative attitudes and beliefs toward accompanying mistakes that are sources of learning. These contradictory attitudes create a bias that is doubled by the other shared solid belief that "BOSSES NEVER MAKE MISTAKES." The double cognitive bias of mistakes introduced by Kucharska and Bedford (2023) is assumed in this paper to harm organizational learning and collective intelligence development. To justify this point empirically in this paper, the authors propose a procedure enabling the measurement of the double cognitive bias of mistakes. Moreover, to validate the proposed method, authors empirically examine the influence of the KLC cultures' synergy on knowledge sharing and organizational intelligence and compare obtained results with the effect observed for the sample free of the double bias of mistakes. Novelty: this study is the first to propose identifying the double bias of mistakes and empirically exposing its impacts. [ABSTRACT FROM AUTHOR]
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- 2023
- Full Text
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25. Mindset-Yourself: An exploratory analysis on Mindset and Organizational Absorptive Capacity.
- Author
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Ferreira, Frederico Leocádio, Gonçalves, Carlos Alberto, and de Souza Messias, Caio Otávio
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MATURATION (Psychology) ,STRUCTURAL equation modeling ,CORPORATE culture ,AVERSION ,ORIGINALITY - Abstract
Copyright of Revista de Ciências da Administração is the property of Universidade Federal de Santa Catarina, Departamento de Ciencias da Administracao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
- Full Text
- View/download PDF
26. Double Bias of Mistakes: Essence, Consequences, and Measurement Method.
- Author
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Kucharska, Wioleta and Kopytko, Aleksandra
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CORPORATE culture ,SWARM intelligence ,COGNITIVE bias ,TRUST ,TACIT knowledge - Abstract
There is no learning without mistakes. However, there is a clash between 'positive attitudes and beliefs' regarding learning processes and the 'negative attitudes and beliefs' toward these being accompanied by mistakes. This clash exposes a cognitive bias toward mistakes that might block personal and organizational learning. This study presents an advanced measurement method to assess the bias of mistakes. The essence of it is the detection of the existing contradictions between attitude and behavior toward mistakes at the personal and organizational levels, as well as combined. This study is based on empirical evidence from a sample of 768 knowledge workers, divided into biased and non-biased subsamples following the procedure proposed in this paper. Those subsamples were next applied to the structural model, examining knowledge, learning, and collaboration cultures (the KLC approach) 's influence on organizational intelligence to validate the proposed method. Results showed that the applied method efficiently detects the DBM and exposes that in doubly mistakes-biased knowledge-driven organizations, the influence of knowledge culture on the mistakes acceptance component of learning culture is negative. So, organizations with a dominated double bias of mistakes do not accept the affirmation of learning from mistakes. Summing up, this study constitutes the Double Bias of Mistakes Theory, which states that the clash between positive attitudes and beliefs regarding learning processes and negative attitudes and beliefs toward mistakes exposed by focusing on control managers (bosses) might block organizational learning from mistakes and, as a consequence, negatively affect organizational intelligence. Without the empirical support for this theory, there was a risk that the idea of accepting mistakes as a potential source of learning would be simplified by biased minds to mistakes tolerance and rejected as ridiculous. Accepting that mistakes can be a source of precious learning does not equal mistake tolerance. On the contrary, it is the first step to managing mistakes and creating efficient error avoidance systems thanks to lessons learned from failures. This study introduces the method of measurement and detection of the Double Bias of Mistakes phenomenon, contributing to the science of organizational learning and collective intelligence-building. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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- View/download PDF
27. Literature review on teachers' mindsets, growth-oriented practices and why they matter.
- Author
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Laine, Sonja and Tirri, Kirsi
- Subjects
TEACHERS ,LEARNING ,LITERATURE reviews ,MATURATION (Psychology) ,TEACHER education - Abstract
This literature review focuses on earlier research on teachers' mindsets, i.e., teachers' implicit beliefs about the malleability of basic human qualities such as intelligence. More specifically, the review focuses on what teachers' mindsets are, how teachers' mindsets manifest in the teaching, studying, and learning process, how teachers' mindsets and growth-oriented practices are related to students' mindsets and learning, and how teachers' mindsets can be developed. Three electronic databases and backtracking references were used to search articles published between the years 2012 and 2023. After evaluating the eligibility of the articles, 64 were finally included in the review. The findings indicated that teachers' mindsets and growth-oriented practices matter. Most earlier research has found some kind of connection between teachers' mindsets and growthoriented practices, and/or students' mindsets and learning. The implications for teacher education, policy, and future research are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
28. The interaction effect of endorser type and destination stereotype on destination evaluation.
- Author
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Li, Fangxuan and Zhou, Zhiqun
- Subjects
- *
STEREOTYPES , *MATURATION (Psychology) , *AVATARS (Virtual reality) - Abstract
This research examined the interaction effect of endorser type and destination stereotype on destination evaluation. The findings indicated that adopting an avatar as a destination endorser is more likely to gain a better destination evaluation for a destination with a predominate competence stereotype, while adopting a human as the endorser is more likely to gain a better destination evaluation for a destination with a predominate warm stereotype. Schema congruity was identified as a mediator in the interaction effect from the perspective of schema congruity theory. Consumer mindset (fixed vs. growth) was identified as a moderator of the above effects. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
29. Who’s Got Talent and How They Got it: How Culture and Media Might Shape (Creative) Mindsets
- Author
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Lebuda, Izabela, Karwowski, Maciej, Glaveanu, Vlad Petre, Series Editor, Wagoner, Brady, Series Editor, Preiss, David D., editor, Singer, Marcos, editor, and Kaufman, James C., editor
- Published
- 2023
- Full Text
- View/download PDF
30. Impact of a Digital Growth Mindset on Enhancing the Motivation and Performance of Chemistry Students: A Non-Cognitive Approach
- Author
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Muhammad Naeem Sarwar, Zahida Javed, Muhammad Shahid Farooq, Muhammad Faizan Nazar, Shahbaz Hassan Wasti, Intzar Hussain Butt, Ghulam Jillani Ansari, Rabia Basri, Sumaira Kulsoom, and Zaka Ullah
- Subjects
growth mindset ,fixed mindset ,digital growth mindset ,student motivation ,chemistry achievement ,Social sciences (General) ,H1-99 - Abstract
The current study investigates the effects of a digital growth mindset on the motivation and success of chemistry students. The approach involves the use of technological tools that encourage students to face challenges and keep trying even when things become difficult. Students can achieve milestones by following this fruitful methodology. This study utilized a mixed-method design of an ordered–explanatory type, as identified in one of the categories of mixed-method approaches. The quantitative aspects of the research project were conducted using a matching-only pre-test–post-test control-group design. This was conducted because the study was carried out on secondary school students in Lahore, Pakistan, and the population included students up to the tenth grade. Only the experimental group participated in digital growth mindset activities. The control group was taught using traditional methods. The qualitative aspect of the study involved conducting focus group discussions with students in the experimental group. The results showed a significant improvement in motivation and chemistry achievement among the students in the experimental group, as evidenced by the higher mean scores from the pre-tests and the post-tests compared to the control group. The present research findings reveal that digital growth mindset interventions, when appropriately incorporated into chemistry curricula, possess the capacity to not only improve student engagement and subsequent performance but also to provide educators with valuable insights into instructional practices that are worth implementing in the digital era.
- Published
- 2024
- Full Text
- View/download PDF
31. Literature review on teachers’ mindsets, growth-oriented practices and why they matter
- Author
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Sonja Laine and Kirsi Tirri
- Subjects
mindset theory ,teachers ,literature review ,growth mindset ,fixed mindset ,education ,Education (General) ,L7-991 - Abstract
This literature review focuses on earlier research on teachers’ mindsets, i.e., teachers’ implicit beliefs about the malleability of basic human qualities such as intelligence. More specifically, the review focuses on what teachers’ mindsets are, how teachers’ mindsets manifest in the teaching, studying, and learning process, how teachers’ mindsets and growth-oriented practices are related to students’ mindsets and learning, and how teachers’ mindsets can be developed. Three electronic databases and backtracking references were used to search articles published between the years 2012 and 2023. After evaluating the eligibility of the articles, 64 were finally included in the review. The findings indicated that teachers’ mindsets and growth-oriented practices matter. Most earlier research has found some kind of connection between teachers’ mindsets and growth-oriented practices, and/or students’ mindsets and learning. The implications for teacher education, policy, and future research are discussed.
- Published
- 2023
- Full Text
- View/download PDF
32. Longitudinal Links Between Parental Failure Mindsets, Helicopter Parenting, and Fixed Mindset of Intelligence in Adolescents.
- Author
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Ching, Boby Ho-Hong, Li, Xiao Fei, and Chen, Tiffany Ting
- Subjects
- *
THOUGHT & thinking , *RESEARCH , *ATTITUDES of mothers , *INDIVIDUAL development , *PSYCHOLOGY of mothers , *PARENTING , *INTELLECT , *FACTOR analysis , *DESCRIPTIVE statistics , *STATISTICAL correlation , *PARENT-child relationships , *LONGITUDINAL method , *ADOLESCENCE - Abstract
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]
- Published
- 2023
- Full Text
- View/download PDF
33. Examining the Interplay Between Growth and Fixed Mindsets, L2 Grit, and L2 Motivational Self-System of L2 Learners.
- Author
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Kırmızı, Özkan, Irgatoğlu, Aydan, and Atalmış, Erkan Hasan
- Subjects
- *
MIND & body , *THOUGHT & thinking , *ACADEMIC motivation , *LANGUAGE & languages , *STRUCTURAL equation modeling - Abstract
The purpose of this study is to analyse the structural relations between L2 learners' mindsets, L2 grit and the L2 motivational self-system (L2MSS). The main driving force behind the study is the observation that mindsets have emerged as a significant variable in language-teaching research over the past years. The study was conducted with 403 L2 learners. To see the structural relations between and among the variables in the study, a structural equation model was used. The revised model showed that a growth mindset affects both the perseverance of effort (POE) and the consistency of interest (COI), which are the components that make up grit. Moreover, POE and COI mediate the relationship between the growth mindset and L2MSS, with the highest mediating impact between growth mindset and ideal L2 self. The study discovered that a fixed mindset only predicted ought-to L2 self/others. Finally, several theoretical and pedagogical implications are proposed based on the findings of the study. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
34. Beliefs About the Malleability of Professional Skills and Abilities: Development and Validation of a Scale.
- Author
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Schmitt, Antje and Scheibe, Susanne
- Subjects
- *
PSYCHOMETRICS , *STATISTICAL reliability , *CAREER development , *PROFESSIONAL employees , *TEST validity , *PROFESSIONAL employee training , *PERCEPTUAL learning - Abstract
The concept of a professional skills and abilities mindset denotes beliefs that professional skills and abilities are either malleable (growth mindset) or are uncontrollable and difficult to change (fixed mindset). Based on the career construction theory, we argue that employees' professional skills and abilities mindset represents an indicator of adaptive readiness that predicts career adaptability and adaptive responses in terms of learning and career engagement. Across four studies (total N = 709), we developed the 6-item professional skills and abilities mindset scale. Study 1 establishes a two-factor structure, satisfactory psychometric properties, and convergent validity. Studies 2 and 3 provide evidence of the criterion validity of the growth but not the fixed mindset subscale for career engagement and learning through career adaptability. Study 4 establishes moderate retest reliability across four weeks. This research establishes a previously neglected predictor of career-related resources and behaviors. Findings can inform vocational consulting and coaching. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
35. Ortaokul Öğretmenlerinin Zihniyetleri: Örtük Teoriler Bağlamında Zekâya Bir Bakış.
- Author
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GÜNGÖR, İbrahim Can
- Abstract
Copyright of Anadolu Journal of Educational Sciences International (AJESI) is the property of Anadolu Journal of Educational Sciences International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
36. The interaction effect of reward type and mindset on online travel community promotion intention: the mediating roles of identification and community commitment.
- Author
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Li, Fangxuan and He, Xin
- Subjects
- *
TRAVEL promotions , *VIRTUAL communities , *MATURATION (Psychology) , *TRAVEL guidebooks , *INTENTION - Abstract
This study explores the interaction effect of reward type and mindset on community promotion in the online travel community guided by implicit theories. Three scenario-based experiments were undertaken to examine the interaction effect. Specifically, community members with a fixed mindset are more inclined to promote community when they obtain material rewards, while community members with a growth mindset are more inclined to promote community when they obtain emotional rewards. Identification and community commitment act as mediators between the interaction effect. In addition, this research also discusses the theoretical and practical implications of the findings. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
37. The relationships between reading mindsets, reading engagement, and reading comprehension performance in the Saudi EFL context.
- Author
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Shehzad, Muhammad Waleed, Zahoor, Mehwish, Sarfraz, Summaira, and Razzaq, Shazma
- Subjects
READING comprehension ,MATURATION (Psychology) ,STRUCTURAL equation modeling ,COMPREHENSION testing ,ENGLISH as a foreign language ,STRUCTURAL models - Abstract
This study determines the relationship between reading mindsets and reading comprehension performance with the use of reading engagement as a mediating variable. It drew on Dweck's (1999) mindset theory and employed a correlational research design to collect data from 567 EFL undergraduate students majoring in English in three public universities in Saudi Arabia. The data collection was conducted by distributing two questionnaires and administering a reading comprehension test. The collected data were analyzed using a two-phase structural equation modeling approach (i.e., measurement and structural models). The results indicated that there was a significant correlation between a growth reading mindset and reading engagement. Nevertheless, a significant yet negative correlation was revealed between a fixed reading mindset and reading engagement. Moreover, there was a significant and positive correlation between reading engagement and reading comprehension performance. Lastly, the findings showed that reading engagement served as a mediating variable in determining the correlation between reading mindsets and reading comprehension performance. The relevance of the current study stems from the dearth of research on reading mindsets. Also, previous studies have not focused on exploring the correlation between mindsets and performance in the EFL context. Therefore, the current study is expected to benefit EFL readers, instructors, and policymakers. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
38. Die Zukunft des Projektmanagements: Projekt-Leadership zwischen Rule Makers und Rule Breakers.
- Author
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Richter, Christoph
- Subjects
AGILE software development ,JOB satisfaction ,SCRUM (Computer software development) ,CORPORATE culture ,INDUSTRIAL management ,LECTURERS - Abstract
Copyright of Projekt-Management Aktuell is the property of Narr Francke Attempto Verlag GmbH & Co.KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
39. Creative Mindsets
- Author
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Karwowski, Maciej, Anderson, Ross C., Section editor, and Glăveanu, Vlad Petre, editor
- Published
- 2022
- Full Text
- View/download PDF
40. Achieving Success in Engineering
- Author
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Blum, Michelle and Blum, Michelle
- Published
- 2022
- Full Text
- View/download PDF
41. How growth mindset influences mathematics achievements: A study of Chinese middle school students.
- Author
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Lianchun Dong, Xiaoying Jia, and Yaxin Fei
- Subjects
MATURATION (Psychology) ,ACHIEVEMENT motivation ,MIDDLE school students ,MIDDLE school education ,MATH anxiety ,INTRINSIC motivation ,ACADEMIC achievement - Abstract
Introduction: It has been suggested that students with growth mindsets are more likely to achieve better mathematics learning results than their counterparts with fixed mindsets. However, inconsistent and some even contradictory results have been reported in recent studies which examined the associations between growth mindset and mathematics achievements, suggesting the complexity regarding the effects of growth mindset on academic achievements. Methods: This study aims to examine students' growth mindsets, failure attributions, intrinsic motivation, mathematics self-efficacy, mathematics anxiety and mathematics achievements in one model to capture the sophisticated functioning processes of growth mindset. A total number of 266 middle school students in China participated in this study. Students' mindset and related variables (i.e., motivations to learn mathematics, attributions of failure in mathematics, mathematics anxiety, mathematics self-efficacy) were measured at year 7, the first year of junior middle school in China. These students' mathematics learning outcomes were tracked from year 7 to year 9, the end of junior middle school. Structural equation modeling (SEM) was used to investigate the relations among students' growth mindsets, failure attributions, intrinsic motivation, mathematics self-efficacy, mathematics anxiety and mathematics achievements. Results: The results show that: (1) growth mindset doesn't directly predict mathematics achievements; (2) growth mindset indirectly influences mathematics achievements through intrinsic motivation; (3) failure attributions and mathematics self-efficacy sequentially mediate the association between growth mindset mathematics achievements; (4) failure attributions and mathematics anxiety sequentially mediate the relationship between growth mindset mathematics achievements. Discussion: The results of this study contribute a better understanding about how growth mindsets make impacts on middle school students' mathematics achievements. These findings have important implications for mathematics education in that we could not simply cultivate students' growth mindset in schools with expectations of higher mathematics learning outcomes. Instead, along with the growth mindset intervention, it is fundamental to make interventions on students' intrinsic motivation, failure attribution, mathematics self-efficacy, and mathematics anxiety in mathematics teaching and learning. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
42. Exploring the linkages between project managers' mindset behaviour and project leadership style in the Ghanaian construction industry
- Author
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Owusu-Manu, De-Graft, Debrah, Caleb, Amissah, Lydia, Edwards, David J., and Chileshe, Nicholas
- Published
- 2021
- Full Text
- View/download PDF
43. Fixed mindset and imposter phenomenon: Determining the correlation and prevalence among pharmacy students.
- Author
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Kenneally, Allison M., Schadler, Aric, and Cain, Jeff
- Abstract
To determine the prevalence of fixed vs. growth mindsets and imposter phenomenon (IP) scores among pharmacy students at one institution, identify variables that explained variance in fixed mindsets and IP, and determine if a correlation exists. A survey was developed and administered to first- to fourth-year students at the University of Kentucky College of Pharmacy. The survey included demographic questions, the Clance Imposter Phenomenon Scale (CIPS), and the Implicit Theories of Intelligence Scale (ITIS). Descriptive and inferential statistical analyses were conducted to determine the prevalence of IP and fixed vs. growth mindsets, identify variables that explained variance in CIPS and ITIS scores, and investigate if a correlation exists. Pharmacy students reported a high rate of IP experiences; mean (SD) CIPS score of 67.2 (14). Thirty percent of students reported at least moderate IP experiences and 68.2% reported frequent or intense IP experiences. The majority of students (59.6%) reported a growth mindset. Gender was the only tested variable that explained variance in CIPS or ITIS scores, as male gender respondents had lower CIPS score as compared to those reporting female gender (63.27 vs 68.87, p=.006). A correlation was found between lower ITIS and higher CIPS scores (r = −0.221, P <.001). Pharmacy students surveyed exhibited a high rate of IP and growth mindsets. Understanding that fixed mindsets and high rates of IP are correlated can help educators make informed decisions regarding targeted interventions, with the goal to improve overall student wellbeing. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
44. Growth Mindset Theories According to Students' Nutritional Behaviors.
- Author
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Yılmaz, Ercan and Yıldırım, Rüştü
- Subjects
MATURATION (Psychology) ,VOCATIONAL high schools ,FOOD habits ,HIGH school students ,MILK consumption ,VEGETARIANISM - Abstract
This study aims to explore the students' growth mindset theories in terms of nutritional behaviors. The study sample consists of 3782 students studying at high schools in different regions of Türkiye. While 61.9% of the students in the sample are females, 38.1% are males. 79.2% of the students study at Anatolian High School, 16.4% at Vocational High School, and 4.4% at Science and Social Sciences High School. In this study, which was designed with the quantitative research method and analyzed with the SPSS 18.0 program, The Mindset Theory Scale (MTS) was used to describe the mental structures of high school students. According to the research results, while the students' meat consumption behaviors did not make a significant difference in the growth mindset theories, the egg and milk consumption behaviors made a significant difference. Agricultural group (vegetable, fruit, and grain) nutritional behaviors made a significant difference in students' growth and fixed mindset theories. The growth and fixed mindset theory dimension mean scores do not differ significantly according to the chocolate, sugar, and salty consumption behaviors of the students. According to the results of the research, the nutritional behaviors of the students affect the growth mindset theories. Therefore, actions can be developed for students' awareness of healthy eating behaviors. Similar studies can be carried out by collecting students' food consumption on the same subject with the data obtained with ratio scales. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
45. Relationships between proactive personality and creativity: Mindsets and golden mean thinking as parallel mediators among Chinese third language students.
- Author
-
Weipeng Deng, Yanjing Dai, Yuhong Gao, Rongxin Lin, Fei Lei, and Lin Lei
- Subjects
MODERATION ,MATURATION (Psychology) ,CHINESE language ,COLLEGE curriculum ,PERSONALITY ,SECOND language acquisition - Abstract
Third language (L3) learners have great potential in developing creativity; however, the factors affecting L3 learners' creativity have received little attention. This study investigated the relationships between proactive personality, three different thinking patterns (i.e., growth mindset, fixed mindset, and golden mean thinking), and creativity among L3 learners. The participants were 220 Chinese students who attended an obligatory L3 course in college. The results showed that proactive personality, growth mindset, golden mean thinking, and creativity had significant intercorrelations. Moreover, the role of growth mindset and golden mean thinking as mediators of the proactive personality and creativity relation was supported, and the mediating effect of growth mindset was larger than that of golden mean thinking. However, the fixed mindset did not show a significant indirect effect on the path from proactive personality to creativity. This is the first research to treat growth mindset, fixed mindset, and golden mean thinking as mediating variables on the path from proactive personality to creativity, particularly demonstrating that golden mean thinking, which is specific to Asian students and located midway between a growth mindset and a fixed mindset, can cultivate creativity. Some suggestions for fostering creativity in L3 students were also included in this study. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
46. Impact of Fixed vs Growth Mindset in Organizations
- Author
-
Athota, Vidya S. and Athota, Vidya S.
- Published
- 2021
- Full Text
- View/download PDF
47. Proactivity, mindsets and the development of students' entrepreneurial self-efficacy: behavioural skills as the catalyst.
- Author
-
Bi, Qingqing C. and Collins, Jamie
- Subjects
- *
SELF-efficacy , *STUDENT development , *INNOVATIONS in higher education , *INTENTION , *CATALYSTS , *MATURATION (Psychology) - Abstract
With the promotion of entrepreneurship and innovation in higher education, university students have become the emerging entrepreneurial subjects worldwide. Developing students' entrepreneurial self-efficacy can increase their entrepreneurial intentions and the likelihood to engage in student entrepreneurship. Recent studies have found that students' implicit mindsets (i.e. growth mindsets and fixed mindsets) have significant impact on their entrepreneurial self-efficacy. Building upon these studies, we argue that not only students' traits (i.e. proactivity) and mindsets influence the development of their entrepreneurial self-efficacy, students' behavioural skills relevant to entrepreneurship (i.e. entrepreneurial behaviours) function as the catalyst in the web of relationships. To test the hypothesis, we surveyed 154 students in a public university of New Zealand. The results showed that university students' entrepreneurial behaviours fully mediated the relationship between their fixed mindsets and entrepreneurial self-efficacy, and partially mediated the relationship between proactivity and entrepreneurial self-efficacy. The findings confirm the importance of both traits and mindsets in the development of students' entrepreneurial self-efficacy, and also identify the bridging role of behavioural skills. This study contributes to the implicit theory approach for understanding entrepreneurial self-efficacy and highlights the importance of practising behaviour skills to foster students' entrepreneurial self-efficacy. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
48. VALIDATION OF THE MINDSET SCALE IN THE INDONESIAN CONTEXT: A RASCH MODEL ANALYSIS.
- Author
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Munika, Cut, Suwarjo, Suwarjo, and Sutanti, Natri
- Subjects
RASCH models ,MATURATION (Psychology) ,CRONBACH'S alpha ,TEST validity ,TEST reliability - Abstract
Research on growth mindset shows a positive trend in the recent years. The importance of the growth mindset for students is growing to be a center in education, but the valid scale to assess the variable in Indonesia is still limited. The study aims to measure the validity and reliability of the adaptation mindset scale in the Indonesian context. The scale was developed by Carol Dweck in 2008. The study recruited 554 students from universities consisting of students in diploma, bachelor, master, and doctoral programs in Indonesia. The research used the Rasch model to test the validity and reliability of the mindset scale instrument considering the five Fisher's criteria. The results indicated good results based on the internal consistency of the instrument with a reliability value of 0.99 and Cronbach's alpha value of 0.88. The construction validation of the scale still did not meet the fair criteria on the Fisher standard (Fisher, 2007), but the number was found acceptable according to some studies. Meanwhile, the results of the misfit test showed that each item had met the standard of a good instrument in which the MNSQ value was between 0.71-1.4 in the good category. The recommendation for further study was discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2022
49. Studi Komparatif Mengenai Mindset antara Pria/Wanita yang Terikat Pernikahan dan Pria/Wanita yang Bercerai di Kota Bandung
- Author
-
Maria Carmelita Patricia Thomas and Cindy Maria
- Subjects
growth mindset ,fixed mindset ,mindset in relationship ,marriage ,divorce ,Islam ,BP1-253 ,Psychology ,BF1-990 - Abstract
This research was conducted to determine the differences about mindset between married man/woman and divorced man/woman in Bandung. Respondents in this study are man/woman who are married to only one person and man/woman who are divorced and have not remarried and are domiciled in Bandung. The sample in this study amounted to 100 people, 50 people who were married and 50 people who were divorced. The sampling technique used was snow ball sampling. Measurements were conducted with Mindset in Relationship measuring instrument which consists of 27 items. This measuring instrument has a validity range of 0,38 – 0,73 and reliability of 0,91. This study used the independent t-test technique to see the differences between mindset of married man/woman and divorced man/woman in Bandung. The results showed that there was a difference in the mindset between married man/woman and divorced man/woman in Bandung. The conclusion of this research is that married man/woman in Bandung have mindset that tends to be more growth, while divorced man/woman in Bandung have a more fixed mindset.
- Published
- 2021
- Full Text
- View/download PDF
50. The Characteristics of Gifted Students’ Perceptions of Intelligence.
- Author
-
Beyaztaş, Dilek İlhan
- Subjects
PSYCHOLOGY of students ,GIFTED children ,GIFTED persons ,ART centers ,MATURATION (Psychology) - Abstract
This study aims to determine the characteristics of gifted students’ perceptions of intelligence and the effective factors in the formation of these perceptions. The research is based on the explanatory sequential mixed-methods design. The research group consists of gifted students studying general ability in the fifth and seventh grades at Erzincan Science and Art Center. According to quantitative data of the study, the arithmetic means of the incremental theory of intelligence were higher than those of the fixed theory of intelligence on the basis of gender and grade level variables. However, qualitative data indicated that 9 (75%) of 12 students perceived intelligence as fixed. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
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