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Recent studies in psychology emphasize the pivotal roles of adopting a growth mindset to enhance students' motivation and employing effective memory strategies to improve memory performance. This study evaluated the impact of a metacognitive intervention that combined the promotion of a growth mindset with the teaching of efficient learning strategies. Using a pre-post experimental design with fourth- and fifth-graders, we examined the effect of the intervention on motivation and learning outcomes compared to an active control group. The results revealed that the metacognitive intervention produced a shift toward a more malleable intelligence belief, which in turn led to a more positive conception of effort. It also modified their memory strategies, leading to better memory performance. The paper discusses the effectiveness of metacognitive programs that combine motivational and strategic elements, highlighting their potential to foster academic outcomes. This integrative approach may significantly enhance children's metacognitive capacities, contributing to improved academic achievement. [ABSTRACT FROM AUTHOR]

Rong-Man Yuan,1,2 Wen-Ya Peng,1 Jiang Jiang1 1Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, People’s Republic of China; 2Mental Health Center, Beijing Youth Politics College, Beijing, People’s Republic of ChinaCorrespondence: Jiang Jiang, Email jjiang@bnu.edu.cnPurpose: Growth mindset and self-control, both recognized as pivotal qualities with significant impacts on personal success, possess respective robust predictive power for academic achievement and broader life outcomes. However, the bidirectional relationship between them remains largely unexplored. This study aims to investigate whether growth mindset, conceptualized as the belief that abilities can be developed through effort and support, prospectively predicts the development of self-control over time. Additionally, it endeavors to explore whether self-control, a crucial positive psychological trait, exerts an influence on the fostering of growth mindset. In summary, our research focuses on elucidating the bidirectional relationship between growth mindset and self-control among Chinese primary school students.Participants and Methods: The current research recruited a sample of 428 primary school students, aged 9– 12, from China (214 females, mean age = 9.64 ± 1.21) to participate in a longitudinal study. Participants underwent two follow-up assessments of growth mindset and self-control over a six-month period.Results: The correlation analysis revealed significant associations between growth mindset at T1 and self-control at T2, as well as between self-control at T1 and growth mindset at T2(r = 0.23 to 0.25, ps < 0.01). Cross-lagged analysis found that growth mindset at T1 positively predicted self-control at T2 (β = 0.11, p = 0.04), while self-control at T1 did not significantly predict growth mindset at T2.Conclusion: The results suggest that growth mindset exerts a direct impact on self-control among primary school students. This finding extends the scope of research concerning growth mindset and provides important theoretical inspiration and practical guidance for educators, parents and counselling professionals in assisting students to enhance self-control.Keywords: primary school students, growth mindset, self-control, longitudinal study, cross-lagged analysis

Song Chang,1,2 Yaohua Zhang,1,2 Chunxu Wang,1 Fan Xu,1 Yunyun Huang,1,2 Sufei Xin1,2 1College of Education, Ludong University, Yantai, Shandong, People’s Republic of China; 2Collaborative Innovation Center for the Mental Health of Youth from the Era of Conversion of New and Old Kinetic Energy along the Yellow River Basin, Yantai, Shandong, People’s Republic of ChinaCorrespondence: Sufei Xin, College of Education, Ludong University; Collaborative Innovation Center for the Mental Health of Youth from the Era of Conversion of New and Old Kinetic Energy along the Yellow River Basin, No. 186, Hongqi Middle Road, Yantai, Shandong, People’s Republic of China, Email xinsufei2016@ldu.edu.cnPurpose: The alleviating effects of a growth mindset on depression are promising. However, whether a growth mindset can attenuate the effect of low family socioeconomic status (SES) on depressive symptoms among adolescents remains unknown. Based on the Family Stress Model, the current study explores whether a growth mindset could moderate the associations between family SES, interparental conflict, and adolescent depressive symptoms.Methods: The participants were 1572 Chinese adolescents (Mage = 13.35 years, SD = 1.16, 51.84% female). They completed the family SES questionnaire, Children’s Perceptions of Interparental Conflict scale, Growth Mindset scale, and Center for Epidemiologic Studies Depression scale. We tested the moderation, mediation, and moderated mediation models using the SPSS macro program PROCESS.Results: A growth mindset moderated the association between family SES and depressive symptoms. Family SES was significantly related to depressive symptoms in adolescents with a lower growth mindset, but not in those with a higher growth mindset. After incorporating the mediating effect of interparental conflict, the growth mindset did not exert a significant moderating influence on the direct path; however, it significantly moderated the mediating effect of interparental conflict on depressive symptoms. Specifically, while a lower growth mindset in adolescents was associated with an increased risk of depressive symptoms due to interparental conflict, those with a higher growth mindset showed a less pronounced effect.Conclusion: A growth mindset attenuates the link between family SES and depressive symptoms among adolescents. These findings highlight the benefits of a growth mindset on mental health, especially for low-SES adolescents.Keywords: growth mindset, socioeconomic status, depression, adolescent, interparental conflict

Growth mindset (belief in the malleability of intelligence) is a unique predictor of young learners' increased motivation and learning, and may have broader implications for cognitive functioning. Its role in learning in older adulthood is unclear. As part of a larger longitudinal study, we examined growth mindset and cognitive functioning in older adults engaged in a 3-month multi-skill learning intervention that included growth mindset discussions. Before, during, and after the intervention, participants reported on their growth mindset beliefs and completed a cognitive battery. Study 1 indicated that intervention participants, but not control participants, increased their growth mindset during the intervention. Study 2 replicated these results and found that older adults with higher preexisting growth mindsets showed larger cognitive gains at posttest compared to those with lower preexisting growth mindsets. Our findings highlight the potential role of growth mindset in supporting positive learning cycles for cognitive gains in older adulthood.

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 Purpose Students report various motives for attending university (MAU) grouped under five categories, namely, personal–intellectual development (PER), humanitarian (HUM), careerist–materialist (CAR), expectation-driven (EXP), and uncertain motives. Although the literature demonstrates that these motives exert an influence on learning and achievement, relatively less attention is given to this issue in the context of dental students. This study aimed to examine the relationship among the mindsets, MAU, academic engagement (AE), and DAL of dental students and to test the mediating effect of AE on the relationship between MAU and deep approach to learning (DAL). Methods The study recruited 226 dental students at various levels of the curriculum, who responded to four questionnaires for measuring MAU, DAL, mindsets, and AE. The study employed structural equation modeling to analyze the mediation effects of AE on the relationship between MAU and DAL and to determine the influence of mindsets on MAU. Results This model reveals the significant relationships of a growth mindset with CAR, PER, and HUM. Moreover, the study finds that a fixed mindset was associated with CAR, EXP, and uncertain motives. Furthermore, AE only fully mediated the significant positive relationship between PER and DAL, whereas CAR negatively predicted DAL without a mediator. Conclusions These findings suggest that administering the inventories in a dental school setting can facilitate a more comprehensive understanding of students’ mindsets toward learning and effective processes related to learning. This understanding can inform instructors’ pedagogical practices, enabling them to provide more effective guidance to students navigating the complexities of academic coursework.

Innovations in mental health are desperately needed in Healthy China with increasing benefits of a growth mindset on mental health among Chinese. Currently, empirical research in China reveals significant discrepancies in the correlation between growth mindset and mental health. To elucidate this discrepancy, we conducted a meta-analysis on 59 studies utilizing a random-effects model, with 68 effect sizes and 54,302 participants included. The main effects revealed a significantly positive correlation between growth mindset and positive indicators of mental health (r = 0.36, [0.27, 0.45]), as well as a significantly negative correlation between growth mindset and negative indicators of mental health (r = −0.25, [−0.31, −0.20]). Subgroup test and meta-regression results indicated that age, economic region, and measurement instruments moderated the growth mindset and positive indicators of mental health. In contrast, negative indicators were moderated by gender and measurement instruments. The above findings suggest that a growth mindset significantly correlates with mental health. Consequently, it can be developed into an effective psychological service strategy in Healthy China. Future empirical studies should continue to examine this relationship and explore additional potential moderating variables. Furthermore, the clinical effects of growth mindset interventions in mental health should be tested.

IntroductionThe impact of a growth mindset and resilience on boarding middle school adolescents has received increasing attention from scholars. Nevertheless, research on how to intervene in the growth mindset, and resilience of boarding school adolescents needs further verification. The purpose of this study is to explore whether positive education intervention based on the PERMA (positive emotions, engagement, relationships, meaning, and achievement) model will help Chinese boarding middle school adolescents improve their growth mindset and resilience.MethodsThis study is a randomized controlled trial with both a control group and an experimental group, including pre-tests and post-tests. The study subjects were 167 adolescents, including 84 (n1 = 84) adolescents in the experimental group and 83 (n2 = 83) adolescents in the control group.ResultsThe results showed that adolescents under the intervention condition reported significantly improved growth mindset and resilience.DiscussionCompared with the control group, resilience significantly increased. These findings indicate that positive educational intervention is a promising approach to improve boarding adolescents ‘growth mindset and resilience.

IntroductionThis study explores the relationships among classroom climate, growth mindset, achievement goal orientation, and student engagement in the context of English as a foreign language (EFL) education in China. The study aims to understand how these factors interact to influence student engagement and motivation in EFL learning.MethodsData were collected through a questionnaire administered to 587 Chinese undergraduate EFL students. The questionnaire assessed students’ perceptions of classroom climate, growth mindset, achievement goal orientation, and engagement. Structural equation modeling (SEM) was utilized to examine the relationships among these variables.ResultsThe SEM analysis revealed significant positive correlations among classroom climate, growth mindset, achievement goal orientation, and student engagement. Both classroom climate and growth mindset were found to directly and positively predict student engagement. Additionally, achievement goal orientation mediated the relationships between both classroom climate and student engagement, and between growth mindset and student engagement.DiscussionThe findings underscore the interconnectedness of classroom climate, growth mindset, and achievement goal orientation in shaping student engagement in EFL education. These results suggest that fostering a positive classroom climate and promoting mastery-oriented goals can enhance student motivation and contribute to more effective language acquisition. Practical implications for EFL educators are also discussed.

Teachers play a crucial role in guiding learners through life's challenges. They face educational and socio-economic shifts while striving to teach for a better future. Our study focuses on equipping future teachers, called pre-service teachers, with resilience-building resources during their teacher training program. A potential antecedent to resilience, which facilitates cognitive strategies and attentional processes, is cognitive flexibility. We first tested whether cognitive flexibility predicts resilience. Next, relying on the tenets of positive psychology, which studies resilience, we developed and tested the effectiveness of character strengths intervention in enhancing pre-service teachers' resilience and cognitive flexibility. An individual's belief in their ability to change personal resources could influence how an intervention manifests. Hence, we studied how mindset impacts the intervention's effect on cognitive flexibility and, thus, resilience. We adopted a multi-method approach, guided by Polk's theory of resilience, to test out objectives.Using a cross-sectional design, study one (n = 273) found that cognitive flexibility significantly predicted resilience. Study two (N = 193; nexp = 133, ncont = 60) was a multi-site field experiment. We found that intervention significantly enhanced resilience (experimental group M = 29.62, control group M = 28.33) and cognitive flexibility (experimental group M = 54.42, control group M = 52.01). Further, a growth mindset, was found to moderate the indirect effect of character strengths intervention on resilience via cognitive flexibility. The study contributes to theoretical and practical advancements in resilience. Taken together, the findings highlight the cognitive-affective-behavioural makeup of resilience and, importantly, the role of cognitive flexibility. The intervention can be seamlessly integrated into teacher training curricula for a resilient future.

IntroductionWith 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.MethodsA 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.ResultsCompared 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 growth mindset 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).DiscussionThis 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 To investigate the mechanisms and boundary conditions of social media upward comparison on adolescents’ learning engagement, this study utilized two separate approaches. In research 1, a convenience sampling method was employed to conduct a questionnaire survey among 609 adolescents. The aim was to explore the influence of social media’s upward comparative tendency on learning engagement. In research 2, real social media platforms were utilized to select short videos as experimental materials. These materials were used to manipulate instantaneous social media upward comparison and examine its impact on learning engagement. The research 1’s result indicated that the mediating effect of the sense of agency was significant, as well as the moderating effect of growth mindset. However, the mediating effect of positive-negative emotions was found to be insignificant.Regarding instantaneous social media upward comparison and learning engagement, positive and negative emotions were found to play a complete mediating role. However, the mediating role of agency and the moderating role of growth mindset were not significant.This study offers practical insights for educators, enabling them to develop a correct understanding and effectively regulate adolescents’ use of social media.

Building on the theoretical perspectives of mindset theory and cultural orientation framework, this study explores the moderating role of cultural orientation in the relationship between individuals’ growth mindset and learning self-efficacy, addressing the contextual dependency of mindset theory. A total of 307 Chinese undergraduates (61% female; age range = 18–22 years) from a university in Hong Kong were recruited for this cross-sectional study. Cultural orientation, growth mindset, and learning self-efficacy were assessed via the Chinese version of the Cultural Values Scale (CVScale), Growth Mindset Inventory (GMI), and Learning Self-Efficacy Scale (LSES), respectively. Linear multiple regression analysis was conducted to examine the hypothesized moderation effects. The results revealed an interesting dimension-specific pattern among the five dimensions of cultural orientation. While one dimension (i.e., long-term orientation) had a positive moderating effect on the relationship between growth mindset and learning self-efficacy, two dimensions (i.e., power distance and uncertainty avoidance) had negative moderating effects on that relationship. The two remaining cultural dimensions (i.e., individualism/collectivism and motivation towards achievement and success) did not exhibit any significant moderating effects. These findings underscore the interplay between a growth mindset, cultural orientation, and learning self-efficacy, emphasizing the influence of cultural factors on the outcomes of mindset interventions. This study highlights the need for culturally tailored educational practices and interventions to maximize the effectiveness of growth mindset theories in diverse contexts.

Job crafting benefits both employees and organizations by enhancing employees’ health, well-being, and performance. Therefore, it is crucial to investigate the individual factors that encourage job crafting and the conditions under which they operate. Based on Trait Activation Theory, this study examined the relationship between employees’ growth mindset and job crafting, as well as the moderating effect of job autonomy on this relationship. In Study 1, we conducted a situational experiment with 180 participants, manipulating growth vs. fixed mindset and high vs. low job autonomy. In Study 2, we surveyed 236 participants over three waves, collecting demographic data and growth mindset at T1, job autonomy at T2 (one month later), and job crafting at T3 (two months later). Results from Study 1 indicated that growth mindset significantly impacted job crafting, moderated by job autonomy. Study 2 confirmed this positive effect of growth mindset on job crafting and revealed a significant positive interaction between growth mindset and job autonomy. These findings suggest that employees with a growth mindset engage more in job crafting, with this relationship strengthened under conditions of high job autonomy. This study highlights job autonomy as a situational cue that activates employees’ growth mindset, enhancing proactive job crafting behaviors. This research advances the literature on positive work behaviors by establishing growth mindset as a direct antecedent and illustrating the moderating role of job autonomy, thereby enriching the understanding of conditions that foster a positive workplace environment.

By virtue of CiteSpace, this study aims to evaluate and pinpoint the status, hot areas, and frontiers of growth-mindset research. Co-authorship analysis, co-citation analysis, co-occurrence analysis, cluster analysis, and content analysis are conducted, based on 543 articles selected from the Social Sciences Citation Index database. Researchers from Australia and countries/territories in North America, East Asia, and Western Europe have maintained relatively closer cooperation with each other. Carol S. Dweck, Jeni L. Burnette, David S. Yeager, and Mary Murphy have high publication volumes and close connections with each other. Angela Duckworth has acted as a bridge among many researchers. Highly co-cited literature has mainly focused on the impacts of mindset and intervention measures. In the past two decades, the literature on mindset research has plunged into numerous hot topics in terms of implicit theory, intelligence, motivation, beliefs, achievements, academic performance, students, transitions, and psychological intervention. Based on burst detection, the field of growth-mindset research shows the following trends: (1) future research must pay more attention to fidelity in intervention studies, conduct rigorous manipulation tests at the statistical level, and improve causal relationship models between growth mindset and other variables and (2) use a multidisciplinary perspective to provide a deeper explanation of the formation mechanism of the growth mindset. Finally, (3) the function mechanisms of the growth mindset in different cultural backgrounds should be strengthened.

PurposeThe learning subjective well-being of high school students has significant value for their academic achievement and future life development. A growth mindset is one of the key factors affecting the learning subjective well-being of high school students. However, research on the mechanism by which a growth mindset affects learning subjective well-being is still relatively limited. Therefore, the study aims to investigate the impact of a growth mindset on the learning subjective well-being of high school students, as well as the role that achievement motivation and grit play as serial mediators in this relationship.MethodsThis study employed a convenience sampling method to select 708 high school students from Chinese public high schools as participants. The research utilized the Growth Mindset Scale, Achievement Motivation Scale, Grit Scale, and the Learning Subjective Well-being Questionnaire for High School Students to collect data. All data were analyzed using SPSS 26.0, employing Model 6 from Hayes’ SPSS PROCESS macro to test the serial mediation model.ResultsOur results found that (1) high school students’ growth mindset positively predicted their learning subjective well-being. (2) Achievement motivation played a mediating role between a growth mindset and learning subjective well-being among high school students. (3) Grit acted as a mediator between learning subjective well-being and growth mindset among high school students. (4) Achievement motivation and grit served as serial mediators between a growth mindset and learning subjective well-being among high school students.ConclusionA growth mindset can influence the learning subjective well-being of high school students through achievement motivation and grit. Educators can enhance the learning subjective well-being of high school students by implementing intervention strategies that foster a growth mindset, achievement motivation, and grit.

An emerging body of research attends to grasp the concept of authenticity. Nonetheless, a view on the developmental part with its underlying facets of Inner Work processes, is rare. In this paper, we aim to take a deeper look into the dynamics of inner work processes, that define certain authenticity developmental stages. Building upon our recently proposed “4C-view” of authenticity, we approach this developmental perspective from two different angles: from a process characteristic angle and a developmental level angle. Using vignettes of authentic client personality coaching processes, we propose that the interwoven dynamic between those two aspects yields several combinations of maturity levels within the individual. Continuity as an overarching concept thus contains various developmental authenticity stages that could be identified through different markers and vary in particular contexts.

Kampung Bahari Nusantara merupakan program pemberdayaan wilayah maritim oleh pemerintah dan TNI AL. Dusun Trisik Sidorejo, Desa Banaran, Kecamatan Galur, Kabupaten Kulon Progo, Daerah Istimewa Yogyakarta merupakan wilayah maritim binaan TNI AL yang menjadi Kampung Bahari Nusantara. Masyarakat Dusun Trisik Sidorejo memiliki keinginan, tekad dan keberanian yang kuat dalam berusaha dan bekerja keras menyebabkan masyarakat Dusun Trisik Sidorejo mampu meningkatkan taraf kesejahteraan ekonomi, menggambarkan masyarakat Dusun Trisik Sidorejo memiliki grit yang dipengaruhi oleh pemikiran berkembang atau growth mindset. Penelitian ini bertujuan untuk mengetahui hubungan growth mindset dan grit masyarakat maritim Binaan TNI AL. Penelitian kuantitatif korelasional dilakukan kepada 136 penduduk Dusun Trisik Sidorejo yang bermatapencaharian sebagai petani dan tergabung dalam kelompok tani, 100 orang laki-laki dan 36 orang perempuan dengan menggunakan 2 skala yaitu skala grit yang terdiri dari 8 item dan skala growth mindset yang terdiri dari 15 item. Analisis data menggunakan perhitungan korelasi product moment pearson dan hasil diperoleh adalah growth mindset berhubungan signifikan dan positif dengan grit. Ditemukan bahwa semakin tinggi growth mindset maka semakin tinggi grit dan semakin rendah growth mindset maka semakin rendah pula grit.

A growth mindset is crucial for students’ academic development. Many studies have demonstrated the influence of a growth mindset on mathematics achievement, but the mediating mechanisms underlying this relationship still warrant further exploration. This study investigates the mediating roles of students’ academic buoyancy and adaptability in the relationship between the student growth mindset and mathematics achievement within the Chinese cultural context. The sample included 1164 junior high school students (49.4% females). Using structural equation modeling, the results showed that, after controlling for gender, school type, and family socioeconomic status, the student growth mindset was positively related to mathematics achievement. Furthermore, the student growth mindset was significantly associated with the student academic buoyancy, cognitive-behavioral adaptability, and affective adaptability, but only cognitive-behavioral adaptability further mediated the relationship between the student growth mindset and mathematics achievement. The multi-group analysis demonstrated that the model exhibited invariance across the genders, school types, and SES levels, indicating that the associations were applicable to both boys and girls, to both boarding and day students, and to students from low-, middle-, and high-SES backgrounds. We discuss the findings by considering the Chinese cultural characteristics and provide insights that may help in the development of interventions to improve students’ mathematics performance.

Hui Zhao, Ming Zhang, Yifei Li, Zhenzhen Wang Faculty of Education, Henan Normal University, Xinxiang, People’s Republic of ChinaCorrespondence: Ming Zhang; Hui Zhao, Faculty of Education, Henan Normal University, Jianshe Road, Muye District, Xinxiang, Henan Province, People’s Republic of China, Email zhangming0101@163.com; zhaohui@htu.edu.cnBackground: Prior research has demonstrated that individuals’ growth mindset can predict their happiness and psychological health. As a vital gauge of psychological health, meaning in life may be connected to a growth mindset.Methods: This study employs a positive psychological perspective and uses Chinese adolescents as the study population. We manipulated the level of growth mindset (high growth mindset vs low growth mindset) in two experiments to examine the effects of growth mindset on adolescents’ meaning in life. Additionally, we examined the roles of self-efficacy as a mediator (Study 1) and gratitude as a moderator (Study 2).Results: Study 1 revealed positive correlations among growth mindset, self-efficacy, and meaning in life. Teenagers with a high growth mindset perceived and experienced life meaning more strongly than those with a low growth mindset. Growth mindset significantly predicted meaning in life, and self-efficacy fully mediated the connection between growth mindset and meaning in life. In Study 2, the connection between growth mindset and meaning in life was moderated by gratitude: in the high-gratitude condition, teens’ growth mindsets had a direct significant influence on meaning in life. In contrast, in the low-gratitude situation, growth mindset did not significantly affect meaning in life. Moreover, the fully mediating role of self-efficacy was verified.Conclusion: The results reveal the mechanism of action by which adolescents’ growth mindset affects their meaning in life, broadening the research related to adolescents’ growth mindset and providing important theoretical inspiration and practical guidance for teachers, parents and counselling workers to help adolescents obtain higher meaning in life.Keywords: growth mindset, meaning in life, self-efficacy, gratitude, adolescent

Di dunia yang terus berubah dengan cepat seperti saat ini, startup menghadapi tantangan besar dalam menyesuaikan diri dengan perubahan teknologi, ekonomi, dan lingkungan, agar dapat terus bersaing dalam dunia bisnis. Untuk meningkatkan keunggulan bersaing di tengah perubahan, startup yang identik dengan pergerakan bisnis yang cepat memerlukan karyawan yang mampu beradaptasi dengan lincah. Penelitian ini bertujuan untuk menguji pengaruh dari growth mindset dan resiliensi terhadap learning agility pada karyawan di salah satu perusahaan startup yang bergerak di bidang kesehatan mental di Surabaya. Penelitian cross-sectional berbentuk survei dilakukan dengan melibatkan 50 karyawan. Data yang terkumpul kemudian diolah menggunakan teknik analisis regresi linear berganda. Temuan penelitian menunjukkan bahwa growth mindset dan resiliensi memiliki pengaruh positif terhadap learning agility. Dengan demikian, perusahaan startup dapat menerapkan intervensi berupa pelatihan tentang growth mindset dan resiliensi untuk dapat meningkatkan learning agility karyawannya sehingga dapat terus bersaing di industri bisnis.

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]

Hui Zhao,1 Yan Li,1,2 Luyuan Wan,1,3 Ke Li1 1Faculty of Education, Henan Normal University, Xinxiang, People’s Republic of China; 2Sanzhang Primary School, Nanyang, People’s Republic of China; 3Central School of Huolong Town, Xuchang, People’s Republic of ChinaCorrespondence: Yan Li; Hui Zhao, Faculty of Education, Henan Normal University, Jianshe Road, Muye District, Xinxiang, Henan Province, People’s Republic of China, Email lee_yaner@163.com; zhaohui@htu.edu.cnPurpose: With a growth mindset, individuals focus on the process of growth, actively seek challenges, recognise and accept failures, and apply more effort and monitor themselves to overcome difficulties. Doing so translates into excellent academic performance. However, it has not yet been fully clarified how growth mindset affects academic delay of gratification (ADG) and the mechanisms underlying their interactions. In this study, grit and academic self-efficacy were tested as mediating mechanisms between growth mindset and the ADG using a serial mediation effect model based on self-determination theory (SDT).Methods: A cross-sectional design was conducted with 759 Chinese junior high school students using the following tools: Growth Mindset Scale, Short Grit Scale, Academic Self-efficacy Scale, and Academic Delay of Gratification Scale. Hypotheses were tested using structural equation modeling.Results: The results showed that: (1) by gender and grade control, growth mindset indicated a positive significance in the prediction of ADG; (2) grit and academic self-efficacy played a mediating role in the influence of a growth mindset on the ADG. Grit and academic self-efficacy also have a serial mediation effect between growth mindset and ADG.Conclusion: The results showed that a growth mindset does not only directly affect the ADG but also indirectly affects it through grit and academic self-efficacy. Based on SDT, this study further revealed the potential mechanism of a growth mindset affecting the ADG. Furthermore, it provides practical guidance for the cultivation of ADG for junior high school students.Keywords: junior high school students, academic delay of gratification, growth mindset, grit, academic self-efficacy

Here we evaluate the potential for growth mindset interventions (that teach students that intellectual abilities can be developed) to inspire adolescents to be "learners"-that is, to seek out challenging learning experiences. In a previous analysis, the U.S. National Study of Learning Mindsets (NSLM) showed that a growth mindset could improve the grades of lower-achieving adolescents, and, in an exploratory analysis, increase enrollment in advanced math courses across achievement levels. Yet, the importance of being a "learner" in today's global economy requires clarification and replication of potential challenge-seeking effects, as well as an investigation of the school affordances that make intervention effects on challenge-seeking possible. To this end, the present article presents new analyses of the U.S. NSLM (N = 14,472) to (a) validate a standardized, behavioral measure of challenge-seeking (the "make-a-math worksheet" task), and (b) show that the growth mindset treatment increased challenge-seeking on this task. Second, a new experiment conducted with nearly all schools in 2 counties in Norway, the U-say experiment (N = 6,541), replicated the effects of the growth mindset intervention on the behavioral challenge-seeking task and on increased advanced math course-enrollment rates. Treated students took (and subsequently passed) advanced math at a higher rate. Critically, the U-say experiment provided the first direct evidence that a structural factor-school policies governing when and how students opt in to advanced math-can afford students the possibility of profiting from a growth mindset intervention or not. These results highlight the importance of motivational research that goes beyond grades or performance alone and focuses on challenge-seeking. The findings also call attention to the affordances of school contexts that interact with student motivation to promote better achievement and economic trajectories. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Data menunjukkan dampak pandemi COVID-19 terhadap peningkatan pemasalahan kesehatan mental di masyarakat. Terdapat tiga skala yang dibagikan ke masyarakat di Makassar, Maros, dan Gowa yaitu subjective well-being, growth mindset, dan social support. Subjective well-being merupakan evaluasi kognitif dan afeksi yang memiliki korelasi dengan kesehatan mental seseorang. Growth mindset dan social support diukur untuk mengetahui seberapa besar kemampuannya dalam memprediksi subjective well-being . Hasil regresi berganda menunjukkan hanya social support yang dapat memprediksi subjective well-being secara signifikan (F=0,559, P

ObjectiveTo explore the relationship between childhood maltreatment, growth mindset, beliefs about adversity and learning engagement among high school students.MethodsResearch participants were selected by random cluster sampling.652 high school students (50.2% male and 49.8% female) from five high schools were investigated using paper-pencil survey versions of Child Trauma Questionnaire, The Utrecht Work Engagement Scale-student, Growth Mindset Scale, and The Beliefs About Adversity Scale.ResultsChildhood maltreatment had a significant negative effect on high school students’ learning engagement. Childhood maltreatment directly predicted high school students’ learning engagement and also had an indirect negative predictive effect on learning engagement via growth mindsetConclusionGrowth mindset plays a mediating role between childhood maltreatment and learning engagement. The beliefs about adversity moderated the relationship between childhood maltreatment and growth mindset, as well as the relationship between childhood maltreatment and learning engagement. This study has empirical implications for helping high school students who have experienced childhood maltreatment to develop growth mindset and teaching students to adopt positive adversity beliefs in response to trauma during psychological interventions, thereby increasing high school students’ engagement in learning.

Organizations rely on employees' intentional digital readiness to enable digital transformation, as such readiness determines individuals’ actual use and acceptance of digitalization.Therefore, the purpose of this study was to obtain deeper insights into the key drivers of employees' international digital readiness. To do so, we developed the Employee Digitalization Acceptance Model, which is grounded in the Technology Acceptance Model (TAM) and the Personal Resource Adaption Model (PRAM). Particularly, we investigate the indirect effects of personal resources (proactive personality [PP] and growth mindset) and job resources (empowering leadership [EL] and trust in management [TM]) on employees’ intentional digital readiness through their perceptions of digital working tools (perceived usefulness and perceived ease of use).Based on data from 1143 employees, structural equation modeling was used to examine the hypothesized relationships. While perceptions of digital working tools, PP, EL in terms of autonomy support, and TM were found to enhance intentional digital readiness based on our results, a growth mindset and EL in terms of development support reduced this readiness.This was the first study to develop a theoretical framework to examine employees’ intentional digital readiness by considering the key variables of TAM and integrating personal and job resources derived from PRAM.

Experiencing school burnout symptoms can have negative consequences for learning. A growth mindset, the belief that human qualities such as intelligence are malleable, has previously been correlated with fewer school burnout symptoms in late adolescents. This might be because adolescents with a stronger growth mindset show more adaptive self-regulation strategies and thereby increasing resilience against academic setbacks. Here we confirmed in a sample of 426 Dutch young adolescents (11–14 years old; 48% female) that this relationship between growth mindset and school burnout symptoms holds after controlling for other potential predictors of school burnout symptoms such as academic achievement, school track, gender, and socio-economic status. Our second aim was to increase our understanding of the mechanism underlying the relation between mindset and school burnout, by measuring physiological resilience (vagal activity, a measure of parasympathetic activity, also known as heart rate variability or HRV) in a subsample (n = 50). We did not find any relation between vagal activity and growth mindset or school burnout symptoms, nor could we establish a mediating effect of vagal activity in their relation. In conclusion, we found evidence for a potential protective effect of a growth mindset on school burnout symptoms in young adolescents, but not for physiological resilience (vagal activity) as an underlying mechanism. The protective effect of growth mindset as confirmed in our younger sample can be leveraged in interventions to prevent increasing school burnout symptoms.

Background: Over the past few decades, extensive studies have been conducted on mindsets in the field of social and personality psychology, and recently the application of this structure in the field of therapeutic interventions has been considered by researchers. However, little evidence is available for the effectiveness of mindset interventions in specific areas of health, such as obesity Aims: The current research aimed to determine the effectiveness of the mindset-based intervention on weight loss, reduction of Body Mass Index (BMI), emotional overeating, and change of stress mindset in individuals with obesity. Methods: The study was conducted as a clinical trial and we used random assignment to assign the participants to either the therapy or the control group. We recruited 42 obese people who visited the obesity clinic of Sina hospital based on convenience sampling. In the therapy group, participants received the mindset-based intervention for 8 sessions during the two-month period. Research materials included the Implicit Theories of Personality (ITOP), the Stress Mindset Measure (SMM) and Emotional Overeating Questionnaire (EOQ). Mann-Whitney U test was used to analyze the data. Results: Results indicated that the mindset-based intervention is effective in weight loss, both in the post-test and follow-up sections of the study. Further, we found that mindset-based intervention reduces emotional overeating and activates stress-is-enhancing mindset in the post-test phase. Therapeutic effects of these variables remained in the follow-up section. Conclusion: Based on the findings, it can be concluded that the mindset-based intervention can be an independent or complementary treatment for weight loss, reducing BMI, and emotional overeating in people with obesity.

IntroductionThe aim of this study was to investigate the relationship between student burnout and two key factors - perceived school climate and growth mindset - in the context of English as a foreign language (EFL) learning among Chinese students.MethodsA sample of 412 intermediate English language learners from China participated in an online survey and completed valid measures of the three constructs. Confirmatory factor analysis (CFA) was used to establish the validity of the scales used to measure the three latent variables. Structural equation modeling (SEM) was then used to test the proposed model.ResultsThe results of SEM showed that both perceived school climate and growth mindset had a significant positive impact on EFL student burnout, with perceived school climate having a stronger effect compared to growth mindset.DiscussionThe findings suggest that promoting a positive school climate and fostering a student growth mindset can help reduce student burnout in EFL settings.

IntroductionThis study aimed to investigate the relationships between perceived teacher-student relationship, growth mindset, student engagement, and foreign language enjoyment (FLE) among Chinese English learners.MethodsA total of 413 Chinese EFL learners participated in the study and completed self-report measures for perceived teacher-student relationship, growth mindset, student engagement in foreign language learning, and FLE. Confirmatory factor analysis was employed to assess the validity of the scales. Structural equation modeling was used to test the hypothesized model.ResultsThe partial mediation model demonstrated the best fit to the data. The results indicated that perceived teacher-student relationship had a direct impact on student engagement. FLE directly influenced student engagement, while growth mindset indirectly affected student engagement through the mediation of FLE.DiscussionThe findings suggest that fostering positive teacher-student relationships and promoting a growth mindset can enhance FLE, leading to increased levels of student engagement. These results emphasize the importance of considering both the interpersonal dynamics between teachers and students and the role of mindset in foreign language learning.

Because of the importance of positive emotions in second language (L2) acquisition, researchers have undertaken studies to investigate L2 learners’ emotions. Nevertheless, L2 teachers’ emotions still require more scholarly attention. Against this backdrop, we sought to test a model of teachers’ growth mindset, teaching enjoyment, work engagement, and teacher grit among English as a foreign language (EFL) teachers. To this end, 486 Chinese EFL teachers volunteered to partake in an online survey and completed the questionnaires of the four constructs in question. Confirmatory factor analysis was performed to ensure the construct validity of the used scales. Then structural equation modeling (SEM) was used to test the hypothesized model. SEM results indicated that teaching enjoyment, teacher grit, and growth mindset directly predicted EFL teachers’ work engagement. In addition, teaching enjoyment affected work engagement indirectly via the mediation of teacher grit. Likewise, teacher grit mediated the effect of growth mindset on teachers’ work engagement. Finally, the implications of these findings are discussed.

Growth mindset plays a positive role in children’s development, but few studies use longitudinal data to investigate the developmental trajectory of children’s growth mindset. In addition, previous studies have shown that there may be no intergenerational transmission of mindset, but the influence of parents’ growth mindset on the development and change of children’s growth mindset cannot be denied. Based on the abovementioned factors, the present study used a sample of fourth-grade primary school students and their parents in Beijing (N = 4,004), and five waves of longitudinal data over two-and-a-half years were collected to identify the trajectories of growth mindset in senior primary school with latent growth modeling and to examine the effects of parents’ growth mindset with a parallel process latent growth model. The results showed the following. (1) The growth mindset of the senior primary school children decreased over time, and there were significant individual differences in the initial level and growth of mindset. (2) Children in senior primary school showed higher levels of growth mindset after two-and-a-half years if their mothers reported higher levels of growth mindset in the beginning. Children showed higher levels of growth mindset after two-and-a-half years if their mothers’ growth mindset declined slower during this period, while they showed lower levels if their mothers’ growth mindset declined rapidly; when the mothers’ growth mindset declines, the children’s growth mindset would also show a downward trend during this time. Finally, (3) there was no significant relationship between both the initial level and the decline of the father’s growth mindset and the development pattern of the children’s growth mindset.

IntroductionIt 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.MethodsThis 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.ResultsThe 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.DiscussionThe 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.

The current pilot study implemented a “Learning to Learn” (L2L) course designed to teach first-year college students about the science of how learning works, how to take ownership of their own learning, and how to effectively apply learning strategies to achieve their academic goals. A cognitive apprenticeship model was used in which students planned, executed, and evaluated strategy use in vivo during the course. Two sections of the course were taught at each of two different institutions, distributed across four semesters. Quantitative data showed an increased growth mindset among L2L students at the end of the semester compared to the beginning of the semester. In contrast, first-year students surveyed from control groups in the same semester had a decreased growth mindset. Furthermore, compared to students in the control groups, students in the L2L courses maintained more stable levels of effort across the semester and felt more in control of their learning by the end of the semester. Qualitative data collected from focus groups indicated that the L2L students continued to use the strategies they had learned in the course in the subsequent semester, and that the changes in their perceptions about growth mindset continued beyond the duration of the course. Several L2L students noted a desire for the learning strategies to be taught earlier in their education. Next steps involve feasibility studies on appropriate scaling to support more undergraduates each year, and to support students during the critical transition from K-12 schooling to the college environment.

IntroductionGiven the prevalence of externalizing problems during adolescence, the present study investigated the main and interactive relationships between environmental-level (teacher autonomy support) and person-level (growth mindset toward personality) factors related to externalizing problems. This study further estimated ethnic variations of these relationships among the majority Han and one ethnic minority group (Hui) in China.MethodsTo achieve the research objectives, the study involved 704 Han (Mage = 12.57; 53.7% female) and 642 Hui adolescents (Mage = 12.45; 49.4% female) who completed a suite of research questionnaires.ResultsThe results of the hierarchical linear regression analysis, after controlling for sociodemographic characteristics and comorbid internalizing problems, showed that teacher autonomy support was directly and negatively related to externalizing problems. This negative relationship was also moderated by growth mindset toward personality and ethnicity. More specifically, a high growth mindset buffered the undesirable effect of low teacher autonomy support on externalizing problems for Hui adolescents but not Han adolescents.DiscussionThe finding from the current research suggests that teacher autonomy support plays a universally beneficial role in youth mental health across two selected ethnic groups. At the same time, identifying the protective role of growth mindset has important practical implications for the design of personalized school-based activities that aim to facilitate adaptive youth behaviors.

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.

Embracing a growth mindset is essential to students’ academic improvement. This manuscript aims to better understand the existing literature on the role and effects of the growth mindset in mathematics teaching and learning. It provides an updated perspective on the research regarding the growth mindset in mathematics education. The dataset comprises 85 journal articles published from 2012 to 2022 retrieved from the Web of Science (WOS) and Scopus databases. The current study applies a methodology based on bibliometric analysis techniques. The analysis reveals and corroborates several patterns from the research trends, journals, countries, and authors that have significant impacts on the research field. The findings show that USA, UK, and Norway are the most productive countries in publishing research on the topic. Moreover, the results of the thematic analysis indicate that the topics discussed among most of the articles in the dataset include engagement, implementation, persistence, children, fluid intelligence, and skills. The longitudinal trends in research themes based on study keywords illustrate an evolution in the research from the concept of mindsets to implicit theories on the growth mindset alongside academic achievement. Lastly, this study also provides an overview of the conceptual structure underlying studies on the growth mindset, which offers valuable insights into potential research topics for academics and practitioners seeking to explore the growth mindset in the future.

School psychologists are concerned about underperforming students; however, a recent study calls attention to a group of college students who believe themselves to outperform other students: students who perceive themselves as overqualified. In this study, we revisited the double-edged sword model of college students’ perceived overqualification (POQ) by untangling the mediating mechanism between POQ, learning engagement, and life satisfaction. We also tested the interactions between the growth mindset and POQ. Two questionnaire surveys were conducted and attained some different results from previous studies: (1) POQ positively predicted learning engagement via the mediation of career aspiration and performance-approach goals but not performance-avoidance goals; (2) The positive effects of POQ on career aspirations, performance-approach goals, and learning engagement were weakened by the growth mindset; (3) The relationship between POQ and life satisfaction was nonsignificant. Relative deprivation negatively mediated this relationship, while generalized self-efficacy positively mediated this relationship. These findings enriched our understanding of how POQ may affect college students’ learning and well-being; in addition, we also provided initial evidence that a growth mindset is less beneficial for members of advantaged groups in academic settings. Based on our findings, we offered practical suggestions regarding POQ students in colleges.

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.

Students, staff, and faculty in higher education are facing unprecedented challenges due to the COVID-19 pandemic. Recent data revealed that a good number of academic activities and opportunities were disrupted as a result of the COVID-19 pandemic and its variants. While much uncertainty remains for the next academic year, how higher education institutions and their students might improve responses to the rapidly changing situation matters. This systematic review and framework proposal aim to update previous empirical work and examine the current evidence for the effectiveness of growth mindset interventions in young adults. To this end, a systematic search identified 20 empirical studies involving 5, 805 young adults. These studies examined growth mindset within ecologically valid educational contexts and various content areas. Generally, these findings showed that brief messages of growth mindset can improve underrepresented students' academic performance and facilitate other relevant psychological constructs. In addition, we argue, although growth mindset has been identified as a unitary concept, it is comprised of multiple interdependent skills, such as self-control, self-efficacy, and self-esteem. Understanding the nature of growth mindset may contribute to successful mindset implementation. Therefore, this article presents a practical framework to help educators in higher education rethink the multidimensionality of growth mindset and to provide their students with alternative routes to achieve their goals. Finally, additional articles were discussed to help evaluate growth mindset interventions in higher education.

There is no denying that there is ample evidence of numerous factors that influence language learners' success. Recently, there is a critical call to embrace positive psychology that is more open and appreciative of the positive influences in learning English as a foreign language (EFL). Set against this burgeoning area of study in language learning, this paper puts forward the findings of a study that aimed to examine the mediating roles of grit and foreign language enjoyment in the relationship between growth mindset and English language performance. The study employed a correlational research design involving 388 EFL students from one university in China. The data were collected through a questionnaire and an English language performance test. Using the structural equation modeling, this study found that the association between growth mindset and English language performance was partially mediated by grit and foreign language enjoyment. This indicates that students with a growth mindset tend to possess a higher level of grit as well as experience more enjoyment in learning English, which consequently can lead to students becoming more successful language learners. These findings provide significant implications for language teachers, educational material developers, and school administrators in China to embrace the affective domain postulated by positive psychology.

The learned helplessness model of the Impostor Phenomenon is an exploratory approach to explain the Impostor Phenomenon by linking the constructs of growth mindset, learned helplessness, grit, thought-action fusion, and defensive pessimism. In this study, we (a) confirmatorily tested the factor structure of the English IPP30, (b) examined the instrument's nomological validity, and (c) exploratorily formulated a path model to explain the effects of learned helplessness on the Impostor Phenomenon. The sample consisted of n = 376 persons (46% female). The CFI indicated the bifactorial model of the English IPP30 as best-fitting, while the subscale correlations suggested the instrument's nomological validity. The exploratory path model showed sufficient goodness of fit. It proclaims a labeling as talented that decreases the growth mindset expression, which negatively correlates with learned helplessness. In addition, the model states learned helplessness as a central model component associated with grit, thought-action fusion, and finally, the Impostor Phenomenon.

This study aimed to investigate the relationship of employee growth mindset with innovative behavior and the mediating role of use of strength as well as the moderating role of strengths-based leadership in this relationship. Data with a sample of 244 employees working in diverse Chinese organizations were collected at two points in time. Results of bootstrapping analyses demonstrated that growth mindset is positively related to innovative behavior, employee strengths use partially mediates the positive relationship of growth mindset with innovative behavior, and strengths-based leadership strengthens the direct relationship between employee growth mindset and innovative behavior and the indirect relationship of employee growth mindset with innovative behavior via strengths use. This study advances growth mindset and innovative behavior theories and research.

The current study utilized resting-state functional magnetic resonance imaging (fMRI) to examine how two important non-cognitive skills, grit and growth mindset, are associated with cortico-striatal networks important for learning. Whole-brain seed-to-voxel connectivity was examined for dorsal and ventral striatal seeds. While both grit and growth mindset were associated with functional connectivity between ventral striatal and bilateral prefrontal networks thought to be important for cognitive-behavioral control. There were also clear dissociations between the neural correlates of the two constructs. Grit, the long-term perseverance towards a goal or set of goals, was associated with ventral striatal networks including connectivity to regions such as the medial prefrontal and rostral anterior cingulate cortices implicated in perseverance, delay and receipt of reward. Growth mindset, the belief that effort can improve talents, notably intelligence, was associated with both ventral and dorsal striatal connectivity with regions thought to be important for error-monitoring, such as dorsal anterior cingulate cortex. Our findings may help construct neurocognitive models of these non-cognitive skills and have critical implications for character education. Such education is a key component of social and emotional learning, ensuring that children can rise to challenges in the classroom and in life.

Mindset berpengaruh pada keyakinan siswa tentang kapasitas dan kemampuan yang dimiliki, termasuk dalam strategi dan prestasi akademik siswa di sekolah. Siswa dengan growth mindset percaya bahwa kemampuan mereka bisa berubah. Ketika menghadapi kesulitan akademik, mereka akan berusaha lebih keras, menetapkan strategi yang baru, dan meningkatkan performa belajarnya. Penelitian ini bertujuan untuk mengetahui efektifitas pelatihan growth mindset pada siswa SMA. Sebanyak dua puluh siswa SMA kelas XII dipilih secara acak berpartisipasi dalam penelitian ini. Penelitian ini menggunakan pendekatan kuantitatif. Pengumpulan data dilakukan dengan mindset scale (α = 0,804) lalu dianalisis dengan teknik paired sample t-test. Hasil penelitian ini menunjukkan bahwa pelatihan growth mindset efektif untuk meningkatkan growth mindset siswa. Peserta pun termotivasi untuk berubah menjadi lebih baik dibanding kondisi saat ini dan mulai merencanakan tujuan hidupnya di masa mendatang agar lebih terarah dan tertata.

Background Consumerism at work is a new concept. It is linked to materialism and consumption experience, which is why its relations with people’s well-being, self-concept clarity, life aspirations and growth mindset are not obvious. The phenomenon can be manifested as obtaining documents confirming acquired qualifications and profes-sional experience by frequent changes of workplace not motivated by a real need, but rather a desire of collect-ing. Consumerism at work consists of three dimensions: external attestation of competence, orientation to-wards self-improvement and exploratory orientation, which are related to extrinsic motivation. It is a phenomenon observed contemporarily and may be attributable to changes in the labor market. Participants and procedure The aim of the article is to explore consumerism at work and to examine the relationship between the phenom-enon, employees’ personal goals, self-concept clarity, well-being and growth mindset. For that purpose, two studies were conducted among employees using a paper-pencil survey. There were 206 participants in the first study and 91 in the second one. In the new method, the Consumerism at Work Scale, the Aspirations Index, the Self-Concept Clarity Scale, the Growth Mindset Questionnaire and Ultra-Short Scales for measuring subjective well-being were used. Results The study results show that consumerism at work is negatively related to self-concept clarity and positively re-lated to extrinsic goals. Nonetheless, there are no relations between consumerism at work, well-being and a growth mindset. Conclusions It can be concluded that consumerism at work is a negative phenomenon in the context of employee’s self-concept clarity, and that it is associated with materialistic goals, while it is not related to growth mindset and well-being.

Growth mindset refers to our core belief that our talents can be developed through practice, which may influence our thoughts and behaviors. Growth mindset has been studied in a variety of fields, including education, sports, and management. However, few studies have explored whether differences in individuals’ growth mindsets influence college students’ self-reported mental health. Using the Growth Mindset Scale, Adolescent Self-rating Life Events Checklist, and SCL-90 Scale, data was collected from 2,505 freshmen in a University in China. Findings revealed that the students within the growth mindset group scored significantly lower on “mental health issues” and “stress due to life events” than the students in the fixed mindset group. Our findings suggest that individuals with a growth mindset are less prone to mental health problems than individuals with a fixed mindset.