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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]

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]

Interpersonal relationships are central to adolescent well-being. The current research investigates interpersonal goal setting among a general sample of adolescents following a growth mindset intervention. This study qualitatively explores what interpersonal goals adolescents set, outcomes they aim to achieve, obstacles they perceive, and actions to overcome the obstacles during the mental contrasting and the implementation intentions goal setting task (MCII). Participants included 217 grade 9 and 12 students (63.13% White/European). One content and three thematic analyses were conducted on adolescent responses to the MCII. Participants largely set goals related to improving the quantity and quality of their friendships. The ultimate ideal outcome of goal achievement was an improved emotional state. Obstacles were both internal (e.g., characteristics) or external (e.g., others) in nature. Actions identified to overcome the obstacle were either active or passive with passive approaches exhibiting lack of congruence with intervention content. Findings contribute to the empirical understanding of adolescent interpersonal goal setting and provide researchers/practitioners a rich resource of youth experiences to draw on when considering goal setting interventions. A better understanding of adolescents' lived experiences setting goals also stands to benefit those who seek to aid youth in improving well-being. [ABSTRACT FROM AUTHOR]

Although there have been interventions to increase growth mindset, little is known about their effectiveness over a longer period, especially for older adults. This study with older adults investigated the long-term effects of a learning intervention that included growth mindset lectures and discussions on growth mindset. In Study 1 (n = 27), participants were tracked for one year after a 12-week intervention. We found that an increased growth mindset did not last beyond the intervention. In Study 2 (n = 71), the COVID-19 pandemic interrupted the intervention after only two months. Participants were followed up for two years, and their growth mindset at one year was greater than at the pretest (Week 0) but declined from the 1- to 2-year follow-up. Taken together, interventions incorporating growth mindset messages can increase growth mindset in the short term but may require booster sessions to retain effects, especially during disruptive life events. [ABSTRACT FROM AUTHOR]

Integrating the theoretical framework of the Stress and Coping Theory, this study investigated the impact of cumulative family risk (CFR) on adolescent depressive symptoms, investigating perceived stress as a mediator and a growth mindset as a moderator. Conducted with 726 junior high students (51.9% girls, 13.83 ± 0.92 years), the research found that perceived stress acted as a partial mediator between CFR and depressive symptoms, with CFR still showing a significant direct effect on depressive symptoms. Additionally, results showed that the interaction between a growth mindset and CFR significantly impacts perceived stress, indicating that while a growth mindset facilitates stress management, its effectiveness is diminished in the presence of high family risks. Conversely, the interplay of perceived stress and a growth mindset was found to negatively correlate with depressive symptoms, thereby acting as a robust protective factor. These findings highlight the nuanced capacity of a growth mindset to offer limited buffering against the adverse effects of high-risk family environments and to provide a stronger defense against depressive symptoms by altering stress perception. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to examine the effects of a 2 × 45 min intervention to increase the beliefs of 'I CAN'. Four hundred and twenty-one 15-year-old students participated in this study. The participants were selected from 38 schools in Norway which carried out the program MOT. The adolescents were randomly selected to either an experimental group or control group. Both groups carried out an intervention program that was completely new for them. The experimental group carried out the new I CAN intervention and the control group carried out an intervention with focus on parts of the brain. The participants completed a pre-test assessment of the Grit-S Scale and Growth Mindset scale. This was followed up by the novel intervention I CAN for 256 of the participants (experimental group) and control intervention for 165 of the participants. The results showed a significant increase in Grit for the males in the experimental group. Our aim was to create an intervention where the participants would "turn on the switch," meaning that they develop stronger beliefs, i.e., changing beliefs. The results indicate that we may have been successful. These promising results are now being following up on high school students, age 16–19, in Norway. [ABSTRACT FROM AUTHOR]

Introduction: The 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. Methods: This 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 (n 1 = 84) adolescents in the experimental group and 83 (n 2 = 83) adolescents in the control group. Results: The results showed that adolescents under the intervention condition reported significantly improved growth mindset and resilience. Discussion: Compared 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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Socioeconomic disparities in academic progress have persisted throughout the history of the United States, and growth mindset interventions—which shift beliefs about the malleability of intelligence—have shown promise in reducing these disparities. Both the study of such disparities and how to remedy them can benefit from taking the "long view" on adolescent development, following the tradition of John Schulenberg. To do so, this study focuses on the role of growth mindsets in short‐term academic progress during the transition to high school as a contributor to longer‐term educational attainment. Guided by the Mindset × Context perspective, we analyzed new follow‐up data to a one‐year nationally representative study of ninth graders (National Study of Learning Mindsets, n = 10,013; 50% female; 53% white; 63% from lower‐SES backgrounds). A conservative Bayesian analysis revealed that adolescents' growth mindset beliefs at the beginning of ninth grade predicted their enrollment in college 4 years later. These patterns were stronger for adolescents from lower‐SES backgrounds, and there was some evidence that the ninth‐grade math teacher's support for the growth mindset moderated student mindset effects. Thus, a time‐specific combination of student and teacher might alter long‐term trajectories by enabling adolescents to develop and use beliefs at a critical transition point that supports a cumulative pathway of course‐taking and achievement into college. Notably, growth mindset became less predictive of college enrollment after the onset of the COVID‐19 pandemic, which occurred in the second year of college and introduced structural barriers to college persistence. [ABSTRACT FROM AUTHOR]

This qualitative study explores the motivations, barriers, and facilitators underpinning the adoption of the Mindset Teams programme in primary schools across Scotland. Semi-structured interviews were conducted with 18 teachers across six Mindset Teams schools and 14 wider stakeholders working across local, regional, and national levels. Findings suggested underpinning factors across the socio-ecological model, with differential themes identified, including six supporting school motivations and ten spanning barriers and facilitators, across teacher and stakeholder data. Limitations, implications for school and educational psychology (EP) practice, and suggestions for future school-based mindset interventions are considered. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine creativity in children's books in terms of problem solving, divergent thinking, curiosity, and growth mindset. The study was carried out qualitatively where the researchers analyzed 100 picture books written in or translated into Turkish for children between the ages of three to six years old. Indicated in the findings was that, while problem solving and curiosity were greatly encouraged through the selected books, there was little emphasis placed on divergent thinking and growth mindset in the stories. New understandings and insights were provided through the findings of this study into how problem solving, divergent thinking, curiosity, and growth mindset in books can be encouraged for young readers. Further suggestions and future directions for educators and researchers can also be gleaned from the results of this study. [ABSTRACT FROM AUTHOR]

Left‐behind children, as a large‐scale disadvantaged group, encounter an array of risk factors that impede their academic development because of parental migration. The current study aimed at investigating the roles of left‐behind cumulative risk and growth mindset on academic adjustment and exploring whether growth mindset moderated the association between left‐behind cumulative risk and academic adjustment in left‐behind middle school students. A total of 1184 left‐behind middle school students (615 males; 12–16 years) participated in the study. Results indicated that left‐behind cumulative risk is negatively associated with academic adjustment in middle school students (β = −.199, t(1183) = −7.229, p <.001). Besides, growth mindset has a protective effect on left‐behind middle school students' academic adjustment (β =.386, t(1183) = 14.070, p <.001) and a moderating effect on the relationship between left‐behind cumulative risk and academic adjustment (β =.394, t(1182) = 4.057, p <.001, ΔR2 =.012). These findings suggest that family risk factors related to left‐behind status affect the academic adjustment of left‐behind middle school students in a superposition way, while the positive individual factor of growth mindset could protect the negative impact caused by parental migration. [ABSTRACT FROM AUTHOR]

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

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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Although negative feedback is a dynamic phenomenon that changes over time, most research has taken a static approach to its analysis. In this study, we address this gap by applying goal-setting theory and taking a dynamic approach to negative feedback. Using a three-wave survey design, we examined whether, why, and when negative feedback change influences employees' task performance. Our analysis of multi-source and multi-wave data (n = 127) shows that increase of negative feedback over time negatively influences employees' task performance by reducing their goal commitment. We also find that the indirect negative effect is weakened when employees have a high growth mindset. These findings highlight the dynamic nature of negative feedback and thus open up a new and promising research direction. [ABSTRACT FROM AUTHOR]

The negative effects of media multitasking have been addressed in previous studies, and the widespread adoption of online learning to control the outbreak of COVID-19 has further increased concerns about the media use, especially media multitasking, among adolescent students. However, very few studies have explored the protective factors against the potential negative effects of media multitasking. This study surveyed 465 secondary school students (246 girls; mean age = 15.03) with a paper-based questionnaire containing scales for media multitasking, mindfulness attention awareness, growth mindset, self-control and overall academic performance. The path analysis results showed that media multitasking negatively affected academic performance. Mindfulness and growth mindset influenced media multitasking not only directly but also indirectly, through self-control. Mindfulness and growth mindset also indirectly influenced academic performance through three mechanisms: the mediation of self-control, the mediation of media multitasking and the sequential mediation of self-control and media multitasking. The findings of this study support mindfulness and growth mindset as protective factors for media multitasking and its negative effects on academic performance, and they further indicate that self-control plays an important role in the influencing mechanisms. The implications of the study are also discussed. [ABSTRACT FROM AUTHOR]

In this research, we assessed the impacts of participation in a Science, Technology, Engineering, and Mathematics Scholars community built around the scaffolding of multiple strategies that fostered belonging and integrated the use of wise psychological interventions to enhance the experiences of college students who belong to groups that have been historically underrepresented in STEM. Wise interventions are small, psychological strategies that have been demonstrated to have a profound positive impact on student experiences and success in academic contexts. We found evidence that our STEM Scholars community encouraged the development of growth mindsets, helped our students experience meaningful inclusion and belonging in college, and facilitated students' ability to connect their personal values and academic work. We also saw strong evidence that the structures we placed as part of their 1st year experience contributed to our students' resilience in the face of the stressors caused by the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Across multiple studies, we found that people with a growth mindset (whose abilities are believed to be developable) are more likely to see artificial intelligence (AI) devices as human‐like. This effect holds for intelligent personal assistants, where growth‐mindset users attributed more human qualities to these AI helpers. Furthermore, people with a growth mindset were more open to new experiences and felt less threatened by AI, which in turn made them see AI as more human‐like. Interestingly, the more human‐like the AI features became, the less a growth mindset influenced how human‐like people perceived the AI. Our findings highlight the importance of designing AI that can be personalized and adapt to user needs. They also suggest a connection between how human‐like AI appears and how threatening people perceive it. This knowledge can be used to create AI technology that is user‐centered and fosters positive interactions. [ABSTRACT FROM AUTHOR]

Decades of research has demonstrated the power of growth mindsets (i.e. belief in the malleability of the qualities of humans) to shape people's ways of making sense of their socio-cultural reality and influence their ways of thinking about and acting towards change. Yet, research which connects mindsets with climate action or sustainability behavior remains scarce. This study explores the association between mindsets and climate action among European young people. Our findings, based on statistical analyses of survey data from Tampere (Finland), Genoa (Italy), Galway (Ireland) and Bristol (United Kingdom) (N = 1,814), indicate that growth mindsets about persons and groups are associated with some dimensions of climate action.1 However, the results also showed that the dimensions of climate actions are understood in slightly different ways in different countries, possibly because of contextual differences. Developing and researching locally adapted approaches to cultivate growth mindsets in climate change education is recommended. [ABSTRACT FROM AUTHOR]

Advances in growth mindset scholarship now recognize the role of instructors' mindsets in shaping classroom mindset culture. In the present paper, we synthesize the newly developing instructor mindset literature and report on a dataset that includes student (N = 765) and instructor (N = 44) reports of instructor mindset beliefs and behaviors. We organize our paper around four key questions: (1) What teaching behaviors signal instructors' mindset beliefs to students? (2) What teaching behaviors are associated with instructors' mindset beliefs? (3) Do students and instructors in the same classroom agree about instructors' beliefs and behaviors? (4) Where should researchers target interventions aimed at promoting growth mindset cultures? We then discuss three problems that instructors might encounter when trying to create growth mindset cultures—when instructors inconsistently engage in growth mindset behaviors, when instructors unwittingly communicate a fixed mindset to students, and when students fail to notice instructors' growth mindset behaviors—and potential solutions to these problems. We end with implications for instructor-focused interventions, which include both encouraging instructors to engage in growth-focused behaviors and to state clearly why their behaviors communicate a belief in student growth. [ABSTRACT FROM AUTHOR]

Inclusive education, crucial for human rights and sustainable development, focuses on integrating and empowering students of varying needs and abilities. Understanding the interaction between Universal Design for Learning (UDL) and Differentiated Instruction (DI) is key for educators and stakeholders to implement inclusive strategies effectively. Yet, there is a significant gap in empirical research exploring this relationship. Therefore, this study examined a proposed model combining growth mindset and practice factors (ongoing assessment and flexible grouping), which explained how UDL is related to DI. Structural equation modeling was used to analyze data from 647 in-service teachers. The findings showed that practice factors independently and in combination with a growth mindset fully mediated the relationship between UDL and DI. The implications for the research community, teachers, and teacher educators to implement UDL and DI are presented. [ABSTRACT FROM AUTHOR]

ABSTRACT Aims Design Methods Results Conclusions Implications Reporting Method Patient or Public Contributions The study objective was to examine the mediating and moderating effects of workplace adaptability and essentials of magnetism, respectively, on the relationship between having a growth mindset and turnover tendency among new Chinese nurses.This was a descriptive, cross‐sectional study.The sample was selected through a multistage sampling method. A random sampling methodology was employed, with the selected regions comprising Heilongjiang, Beijing, Tianjin and Shandong Provinces. A total of 407 new nurses were selected from hospitals in these regions from March to May 2023 via convenience sampling. Multigroup path analysis was employed to test the mediating and moderating effects.Having a growth mindset was negatively associated with turnover tendency and positively associated with workplace adaptability. Workplace adaptability had a negative effect on job turnover tendency. Essentials of magnetism had a moderating effect on the association between workplace adaptability and turnover tendency.Workplace adaptability plays a mediating role in the relationship between having a growth mindset and turnover tendency. Essentials of magnetism play a moderating role in the relationship between workplace adaptability and turnover tendency. These findings provide some theoretical evidence that nursing managers can use to prevent turnover behaviour in new nurses.The findings provide confirmatory support for the mediating and moderating effect of workplace adaptability and essentials of magnetism, respectively, on the relationship between having a growth mindset and turnover tendency among new Chinese nurses. Different measures are needed to reduce turnover tendencies to improve the growth mindset of nurses, adaptability and the hospital environment.We have adhered to the transparent reporting of evaluations with quantitative design statements and the corresponding checklist was followed.No patient or public involvement. [ABSTRACT FROM AUTHOR]

Background Aims Materials and Methods Results Discussion Conclusion With the framework of the mindset theory and previous findings in adult criminal justice, this research explores how growth mindset—the belief that personal traits are malleable—affects judicial decision‐making in juvenile justice.We aim to examine the hypotheses that laypeople with growth mindset tend to endorse more rehabilitative motivations and decisions (H1) through reduced trait attribution (H2).We measured (Study 1) and experimentally manipulated (Study 2) growth mindset to test H1 and H2 with samples of laypeople. Studies 3A and 3B used data from professional judges and prosecutors in China to test the generalizability. Study 4 replicated the measures from Studies 3A and 3B with a laypeople sample to facilitate cross‐sample comparisons.Studies 1 and 2 provide correlational and causal evidence, respectively, supporting both H1 and H2. However, Studies 3A and 3B did not yield significant results among judicial experts. Study 4 re‐confirmed the hypotheses in lay participants. Judges with juvenile case experience showed a weaker association between growth mindset and probation decisions compared to their less specialized peers and laypeople. A similar pattern emerged among prosecutors, though the findings were not statistically significant.The current research highlights growth mindset as a key belief driving public support for rehabilitative approaches in juvenile justice. Specialized judicial expertise appears to mitigate this association, suggesting a nuanced interaction between lay beliefs and judicial specialization.Growth mindset of laypeople results in their reduced trait attribution and more rehabilitative judicial decisions in cases of juvenile delinquency. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) competency is essential for K-12 students in the digital societies. Understanding the relationship between students' CT and relevant factors contributes to implementing and improving CT education. Most previous studies investigated the effect of demographic or attitudinal factors on CT performance; whereas few research explored the impact of mindset on CT, and how mindset potentially mediates the relationship between the affective and performance facets of CT. This study adapted a CT assessment instrument and validated it using item response theory (IRT) analysis and structural equation modeling (SEM) among N = 961 middle school students in eastern China. Further, two SEMs were fitted and compared to investigate the impact of programming self-efficacy (PSE) and growth mindset (GM) on CT performance. Results revealed that both programming self-efficacy and growth mindset positively predicted CT. Moreover, growth mindset positively mediated the relationship between PSE and CT. Findings suggest that mindset interventions beyond programming are also facilitative for improving CT. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Introduction: This 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. Methods: Data 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. Results: The 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. Discussion: The 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. [ABSTRACT FROM AUTHOR]

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]

Research into growth mindset, the belief that attributes are malleable, has increased dramatically in the last 30 years, leading to an explosion in the number of mindset domains studied. Given this plethora of mindset domains, there is comparatively little work investigating mindset domain relationships. Further, with expanding interest in growth mindset has come an increase in mindset interventions aimed at increasing growth mindset beliefs, with mixed results. The mindset domain used in intervention messaging is an understudied potential moderator of intervention efficacy, as few domains have been used in interventions, despite the number of domains studied. In this article we raise three questions: (1) How many mindset domains have been studied and what are those domains?; (2) How are beliefs in different mindset domains related to one another?; and (3) How can we use information about existing mindset domains and their relationships to improve mindset intervention efficacy? To address question one, we systematically reviewed the mindset literature between 1995 and 2022 to document studied mindset domains. We then discuss heterogeneity in mindset domain relationship research and suggest how our review can be used to address gaps in this field. Lastly, we describe heterogeneity in mindset intervention efficacy and suggest how to apply our review of mindset domains to examine the impact of the domain used in intervention messaging on efficacy. We aim to stimulate research into understanding mindset domain relationships and how this insight may be applied to mindset interventions to improve people's lives through effectively enhancing their growth mindset beliefs. [ABSTRACT FROM AUTHOR]

Brief, low‐cost growth mindset interventions improving academic‐related outcomes can be valuable. However, less is known regarding their effectiveness on learning motivation, behaviors, and academic performance in non‐Western cultures like China. This study aimed to examine the effects of a single‐session growth mindset intervention on Chinese junior secondary students during the COVID‐19 pandemic. We recruited 618 Chinese junior secondary school students from two schools and cluster‐randomly assigned them to be the intervention school (n = 311) or the control school (n = 307). Data was collected during the fall semester of 2019 and the spring semester of 2020. Compared with the control school, students in the intervention school reported stronger growth mindset (partial η2 = 0.02, p <.001), academic self‐efficacy (partial η2 = 0.02, p <.001), study engagement (partial η2 = 0.01, p =.041), and improved Chinese performance (partial η2 = 0.07, p <.001), with lower helpless attributions (partial η2 = 0.03, p <.001) over time. The intervention had direct and indirect effects (i.e., via the growth mindset) on helpless attributions and academic self‐efficacy, with an indirect effect on study engagement.The results support the effectiveness of the brief growth mindset intervention. [ABSTRACT FROM AUTHOR]

This study investigates the gender-based differences in self-confidence among psychology students at Universitas Buana Perjuangan Karawang as they prepare to enter the workforce. In a rapidly evolving job market, self-confidence is critical for students transitioning from academia to professional environments. The study utilized a quantitative approach with a causal-comparative design, involving a sample of 130 students from the 2020 cohort. Data were analyzed using descriptive statistics and an Independent Sample T-Test to examine the differences in self-confidence between male and female students. The results reveal that male students exhibited significantly higher self-confidence levels than female students, with 74% of all participants displaying strong confidence in their abilities. The study identifies key factors contributing to these disparities, including societal and cultural norms that influence gender roles and expectations. These findings highlight the need for targeted guidance and counseling interventions that address these gender differences, focusing on enhancing self-esteem, emotional intelligence, and resilience. The study further recommends the implementation of mentorship programs and growth mindset strategies to support students in their career development. Ultimately, this research underscores the importance of creating an inclusive educational environment that equips all students, regardless of gender, with the confidence and skills necessary to succeed in their professional lives.

Abstract Background Academic achievement is a critical indicator of teaching quality. There has been limited exploration into the mechanisms underlying academic achievements among nursing master’s students. This study investigated the relationship between ethical leadership and academic achievements, focusing on how the teacher-student relationship and growth mindset mediate this relationship. Methods A cross-sectional study was conducted with 262 participants who completed online questionnaires. Data were analyzed using Pearson correlation analysis, structural equation model testing, and deviation correction quantile bootstrap method. Results The average academic achievement score was 51.26 (SD = 5.963). There were significant correlations between ethical leadership, teacher-student relationship, growth mindset, and academic achievement (r = 0.183 to 0.701, P

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]

Recent insights have underscored the role of context in cultivating intelligence mindsets’ influence on students’ academic outcomes. Psychological affordances of the social context may encourage an adaptive perspective (i.e., growth mindset). Expanding this novel area of investigation, we examined how students’ sense of belonging, as an affordance of the college context, moderates the association between mindset beliefs and academic outcomes. Using secondary data from the 2018 Community College Survey of Student Engagement, we focused on students often deemed at-promise and historically underrepresented in postsecondary education in the U.S.–a sample of 2,043 first-generation Students of Color who enrolled in their first year at one of 129 community colleges. Controlling for several sociodemographic covariates, we used fixed effects regression to identify the extent to which belonging moderated the positive association between growth mindset and college GPA; for students experiencing greater belonging, the association between growth mindset and grades was stronger than for students experiencing lower belonging. This study highlights the concomitance and synergy of students’ sense of belonging and mindset beliefs as situative levers for equitable outcomes in college. [ABSTRACT FROM AUTHOR]

Abstract Background Doctors in training (trainees) have higher rates of burnout, anxiety and depression than other professionals. An important psychological tool to combat this crisis is promotion of a growth mindset, which increases resilience and improves mental health outcomes. How growth mindset might be promoted within the clinical learning environment is underexplored. This study aimed to explore the factors promoting a growth mindset versus fixed mindset in trainees from the perspective of the trainees. Methods This constructivist study employed a novel method of encouraging trainees’ reflections on mindset adoption in the clinical learning environment. Trainees played Mindset, a tabletop simulation board game that included challenges encountered within training. This was followed by a facilitated debriefing, focusing on factors that promoted growth or fixed mindset adoption in the clinical learning environment. Debriefing transcripts were analysed using template analysis. Results Three groups of oncology trainees and one group of medical education fellows participated (16 participants in total). Factors promoting growth mindset adoption included passion, collaboration, diverse career and role modelling. Factors promoting fixed mindset adoption included burnout and competition. Some factors, such as grit, previous success experience and singular training location promoted a fixed mindset when too much or too little were present, and promoted a growth mindset when they were in balance (the Goldilocks principle). Conclusions The importance of balance versus excess of certain factors, and the ubiquitous competitive culture in medicine promoting a fixed mindset, were compelling reflections. This study may aid invested parties to reflect on what factors they can upregulate and down regulate to optimise trainees’ adoption of a growth mindset.

Alternative grading methods, such as standards-based grading, provide students multiple opportunities to demonstrate their understanding of the learning outcomes in a course. These grading methods allow for more flexibility and help promote a growth mindset by embracing constructive failure for students. Implementation of these alternative grading methods requires developing specific, transparent, and assessable standards. Moving away from traditional methods also requires a mindset shift for how both students and instructors approach assessment. While providing multiple opportunities is important for learning in any course, these methods are particularly relevant to an upper level mathematical statistics course where topics covered often provide an additional challenge for students as they lie at the intersection of both theory and application. By providing multiple opportunities, students have the space for constructive failure as they tackle learning both a conceptual understanding of statistics and the supporting mathematical theory. In this article we share our experiences—including both challenges and benefits for students and instructors—in implementing standards-based grading in the first semester of a mathematical statistics course (i.e., focus primarily on probability). Supplementary materials for this article are available online.

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 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.

Despite the abundance of research on the link between teachers’ beliefs and practices, little research has been conducted investigating the relationship between the beliefs of teachers with specific individual attributes and corrective feedback practices. Thus, this study aims to investigate whether growth mindset teachers’ oral corrective feedback (OCF, henceforth) practices are aligned with their beliefs. Eight in-service growth mindset EFL teachers participated in the study. Having collected the data via two questionnaires and a set of classroom observations, MAXQDA software was used to code and quantify the data. The findings showed that growth mindset teachers’ OCF beliefs and their actual OCF practices were aligned in terms of OCF timing. Regarding OCF types, female teachers’ practices were aligned with their beliefs, but male teachers’ beliefs were more incongruent with their practices. Teachers’ beliefs and practices, however, were inconsistent regarding OCF amount and frequency, which can be due to contextual factors, such as occasional time limit. The implications and suggestions for further research are suggested.

Background: Doctors in training (trainees) have higher rates of burnout, anxiety and depression than other professionals. An important psychological tool to combat this crisis is promotion of a growth mindset, which increases resilience and improves mental health outcomes. How growth mindset might be promoted within the clinical learning environment is underexplored. This study aimed to explore the factors promoting a growth mindset versus fixed mindset in trainees from the perspective of the trainees. Methods: This constructivist study employed a novel method of encouraging trainees' reflections on mindset adoption in the clinical learning environment. Trainees played Mindset, a tabletop simulation board game that included challenges encountered within training. This was followed by a facilitated debriefing, focusing on factors that promoted growth or fixed mindset adoption in the clinical learning environment. Debriefing transcripts were analysed using template analysis. Results: Three groups of oncology trainees and one group of medical education fellows participated (16 participants in total). Factors promoting growth mindset adoption included passion, collaboration, diverse career and role modelling. Factors promoting fixed mindset adoption included burnout and competition. Some factors, such as grit, previous success experience and singular training location promoted a fixed mindset when too much or too little were present, and promoted a growth mindset when they were in balance (the Goldilocks principle). Conclusions: The importance of balance versus excess of certain factors, and the ubiquitous competitive culture in medicine promoting a fixed mindset, were compelling reflections. This study may aid invested parties to reflect on what factors they can upregulate and down regulate to optimise trainees' adoption of a growth mindset. [ABSTRACT FROM AUTHOR]