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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]

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]

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]

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

The importance of growth mindset and teachers' feedback has been widely recognised to improve the English language performance of students; however, the impact of growth mindset as a mediator is least explored. Therefore, the study aimed to empirically analyse the interrelationships between growth mindset and teachers' feedback levels on secondary school students' English as a Second Language (ESL) performance and to study the mediation effects of growth mindset in the relationships. The research model examined growth mindset along with four types of feedback. The levels of feedback include task, process, self-regulation and self-based feedback that teachers provide to improve the ESL performance of students. Survey questionnaires were administered to 301 secondary school students in Class 9 from two private schools in India. The data were analysed using PLS-SEM 4.0 software. The results indicated that the direct effect of feedback that emphasised process and self-regulation fosters a growth mindset in ESL students. Feedback levels focused on task, process, self-regulation, and growth mindset significantly impact ESL performance. Moreover, growth mindset mediated the relationships between process and self-regulation-focused feedback and ESL performance. However, no evidence supports the relationship between self-focused feedback, growth mindset, and ESL performance. The study concludes with implications and directions for future research. [ABSTRACT FROM AUTHOR]

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

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

Introduction: With the growing interest in the psychological basis of language learning, this study aims to validate the Chinese version of the Language Mindset Inventory (LMI) among Chinese university students. Methods: A sample of 476 students from various universities in mainland China was used. The translation process followed the forward-backward method. Confirmatory factor analyses (CFAs) were conducted to evaluate the factor structure. The internal consistency of the LMI was assessed using Cronbach's alpha, and convergent validity was examined through correlations with established mindset measures. Results: Compared with the one-factor model, the two-factor model which distinguishes between fixed and growth mindsets, showed an acceptable and better fit index. The overall Cronbach's alpha for the full scale was 0.954, with 0.929 for the fixed mindset dimension and 0.903 for the growth mindset dimension. AVE values for the fixed and growth dimensions were 0.597 and 0.510, respectively. Correlations showed that the growthmindset dimension was significantly positively associated with the 8-Item Growth Mindset Scale (r = 0.186, p < 0.01) and the Mindset Scale for Learning English (r = 0.149, p < 0.01), while the fixed mindset dimension was negatively associated with both scales (r = -0.228 and r = -0.169, p < 0.01). Discussion: This study confirms the reliability and validity of the Chinese version of the LMI, making it a relevant tool for assessing language learning mindsets among Chinese university students. The findings support the integration of LMI into educational strategies to promote resilience and adaptability, enhancing language education outcomes. [ABSTRACT FROM AUTHOR]

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

By virtue of CiteSpace, this study aims to evaluate and pinpoint the status, hot areas, and frontiers of growth-mindset research. Co-authorship analysis, cocitation 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 growthmindset 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. [ABSTRACT FROM AUTHOR]

Introduction: There is a growing concern for physician and medical student well-being and burnout. Growth mindset, or the belief that ability can be developed, as well as students' perception of their instructors' growth mindset, have been associated with better academic outcomes for a wide range of students. The primary purpose of the present study was to investigate the effects of growth mindset on medical student well-being. Method: We recruited all graduating osteopathic medical students in the class of 2023. This survey included items about student demographics (including identifiable items), experiences in medical school, practice plans, along with financial and other information. The survey of 667 items required a median time of 33 min to complete. Our sample consisted of 4,180 students. Students self-reported growth mindset, perception of instructor growth mindset, and four measures of well-being: flourishing, resilience, burnout, and maladaptive psychological symptoms. Results: Growth mindset and perception of instructor growth mindset were significant predictors of medical student well-being. Further, significant interactions showed that these effects were strongest for students from historically marginalized backgrounds. Discussion: Our work provides a first step toward addressing physician burnout by targeting medical students, which could prevent them from beginning their careers already in a state of burnout. We argue that systemic change is needed to improve student well-being, such as emphasizing growth mindset-supportive pedagogy, which places the emphasis on changing systems instead of individuals. Future research should include causal analyses to better understand the effect and persistence of growth mindset-supportive environments on student well-being. Public Significance Statement: Growth mindset and perception of instructor growth mindset for students are both associated with important markers of well-being (i.e., flourishing, resilience, burnout, maladaptive psychological symptoms), particularly for students from historically marginalized and underserved backgrounds. Moreover, the relationship between students and the learning environment, represented in this study by the perception of instructor growth mindset for students, is more associated with student well-being than the students' individual mindsets. An important implication of these findings suggests a need for systemic change, such as emphasizing growth mindset-supportive pedagogy, which places the responsibility on the system (e.g., institution, instructors) instead of the learner. [ABSTRACT FROM AUTHOR]

Purpose: 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. [ABSTRACT FROM AUTHOR]

Purpose: 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. [ABSTRACT FROM AUTHOR]

To date, few online game-based learning studies have focused on developing children's growth creativity mindset (growth CM). This study, therefore, aimed to develop a game-based learning system to help children develop their growth CM. Additionally, we investigated the relationship between growth CM, hope belief, and creativity self-efficacy after game-based learning. Participants consisted of 132 fourth and fifth graders. With a pretest-posttest control group design, the experimental group completed a four-week intervention, whereas the control group received regular computer classes. Four types of creativity mindsets were identified: growth-internal, growth-external, fixed-internal, and fixed-external. The findings suggest that it is easier to overcome fixed CM than to enhance growth CM through game-based learning. Moreover, growth CM contributes to the development of hope belief and creativity self-efficacy, whereas fixed CM undermines hope belief and creativity self-efficacy in a game-based environment. Finally, hope belief is a mediator between growth CM and creativity self-efficacy. The findings of this study have implications for the design of a game-based learning system used to enhance growth CM, hope belief, and creativity self-efficacy. [ABSTRACT FROM AUTHOR]

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

The mental health problems have been increasingly threatening the development of adolescence in China, it is very necessary to explore the protective factors preventing adolescents' negative mental health. Previous studies suggested that growth mindset benefits mental health. However, the internal psychological mechanism underlying this relationship is still unclear. This study investigated the relation between growth mindset and negative mental health among Chinese adolescence, and simultaneously tested the mediating effect of psychological resilience and the moderating role of gender in the mediation process of this relation. A total of 1204 middle school students (624 male students and 580 female students) in China completed measures on growth mindset, psychological resilience, and negative mental health. The results revealed that growth mindset not only directly predicted negative mental health, but also indirectly predicted negative mental health through the mediating path of psychological resilience. Moreover, the mediating effect of psychological resilience in the relationship between growth mindset and negative mental health was moderated for females and not males. These findings indicated that intervention focus on growth mindset could improve psychological resilience and prevent negative mental health among middle school students. Practitioner Points: This study explored the relationship between growth mindset and negative mental health, and underlying psychological mechanism through psychological resilience and gender.Growth mindset not only directly predicted negative mental health, but also indirectly predicted negative mental health through the mediating path of psychological resilience.The mediating effect of psychological resilience in the relationship between growth mindset and negative mental health was moderated for females and not males. [ABSTRACT FROM AUTHOR]

This mixed-methods study investigates whether and to what extent positive psychology constructs (classroom enjoyment, grit, and growth mindset) and Extramural English predict primary school students' willingness to communicate in a second language (L2 WTC) both in the classroom (a fictitious but common setting for English communication among English as an Foreign Language [EFL] students) and outside the classroom (a natural and increasingly prevalent environment for EFL communication). We collect and analyze survey data from 160 EFL primary school students in Hong Kong (ages 6–13 years old). Hierarchical regression analyses reveal that L2 WTC in the classroom is predicted by classroom enjoyment, grit, and Extramural English. A slightly different picture emerges outside of the classroom, with grit, growth mindset, and Extramural English predicting L2 WTC. Semi-structured interviews (N = 8) confirm and elaborate on the quantitative findings. Our findings suggest that through grit- and Extramural English-integrated intervention programmes, EFL teachers can improve young learners' L2 WTC both inside and outside the classroom. Furthermore, teachers can improve young learners' L2 WTC in the classroom by creating a positive learning environment, while also improving their L2 WTC outside of the classroom by cultivating their growth mindset system. [ABSTRACT FROM AUTHOR]

Siblings of individuals with neurodevelopmental conditions (NDCs) experience distinct challenges and have unique strengths compared to siblings of individuals without NDCs. The present study examined attributes and aspirations of siblings of individuals with and without neurodevelopmental conditions, and analyzed the association between qualitative responses and quantitative measures of growth mindset, positive and negative valence, and mental health diagnoses. A novel mixed methods thematic analysis was employed to explore the experiences of 166 siblings (75 NDC and 91 controls, aged 14–26, 66.27% female) completing an online survey as part of a larger study on sibling mental health. The overarching theme described The Process of Self‐Actualization and Integration, reflecting the journey siblings undergo in seeking to understand themselves and others amidst psychological challenges. It encompassed three subthemes: Personal Growth and Identity Formation; Connection and Belonginess; and Societal Perspective and Global Consciousness. Qualitative responses were analyzed within a Research Domain Criteria (RDoC) framework, and associations between phenomenology and mental health diagnoses examined. NDC siblings had higher negative valence and lower positive valence embedded in their responses, and quantitatively lower self‐reported growth mindset (i.e., beliefs about the capacity for personal growth), compared to control siblings, which correlated with self‐reported mental health diagnoses. Findings suggest clinical practice may focus on optimizing self‐identified strengths and offer opportunities for self‐actualization of hopes and ambitions, while providing support for families to attenuate bioecological factors impacting mental health. [ABSTRACT FROM AUTHOR]

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). for this article are available online. [ABSTRACT FROM AUTHOR]

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

Design thinking is often proposed as an educative strategy to enhance growth mindset, problem solving, and creativity, but there are very few evaluations of the impact of experiential design thinking programs. The primary aim of this study was to investigate whether an online design-thinking workshop provided to outdoor education staff could improve their design-thinking traits. The pilot program was delivered over a 6-week period and comprised four, 2-hour sessions, in which teams worked together to actively engage in the steps of the design thinking process. Significant improvements were observed in participants' growth mindset and design thinking process—specifically, feedback seeking. Furthermore, design thinking was strongly correlated with growth mindset and cognitive flexibility; two constructs previously theorised to be associated with design thinking. This study provides a framework for constructing online design thinking workshops and how to effectively evaluate participant outcomes. [ABSTRACT FROM AUTHOR]

Background: Many nursing schools are transitioning to a competency-based model due to the increasing complexity of medical information, skills, task acuities, and cognitive overload. Problem: Nursing faculty may not be familiar with the synergy between achievement goal theory and the growth mindset (GM) model to prepare nursing students within a competency-based model effectively. Approach: This article presents a persuasive argument for how integrating achievement goal theory and the GM model could effectively foster mastery goals essential for competency development. Conclusions: Mastery goals, a component of the GM model, can be used as tangible indicators for assessing and evaluating competency development. [ABSTRACT FROM AUTHOR]

Purpose: This research examines the effect of team diversity on customer behavior (purchase likelihood) associated with sustainable luxury products and further considers the mediating role of customer skepticism and the moderating role of the growth mindset in these relationships. Design/methodology/approach: Study 1 aims to confirm the direct effect of team diversity on purchase intention and the mediating effect of customer skepticism. Featuring a fictitious brand, Study 2 seeks to test the moderating effects of a growth mindset. This research recruits participants located in the USA who have shopping experiences with a luxury product. Findings: The findings support the notion that team diversity can mitigate customers' skepticism while enhancing purchase likelihood. Moreover, this effect is stronger among those with a growth mindset. As such, the findings suggest that communicating the heterogeneous composition of team members can benefit sustainable luxury brands. Originality/value: Underpinned by the signaling theory and incremental theory, this research examines the effects of team diversity on customer behavior (purchase likelihood) related to sustainable luxury products, as well as the role of customer skepticism (as a mediator) and a growth mindset (as a moderator) in these relationships. Thus, the findings broaden the current diversity research which has predominantly focused on team decision-making and performance. [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.

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]

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.

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.

Mounting evidence that growth mindset—the belief that intelligence is not fixed and can be developed—improves educational outcomes has spurred additional interest in how to measure and promote it in other contexts. Most of this research, however, focuses on high‐income countries, where the most common protocols for measuring and intervening on student mindsets rely on connected devices—often unavailable in low‐ and middle‐income countries' schools. This paper develops a toolkit to measure student mindsets in resource‐constrained settings, specifically in the context of Brazilian secondary public schools. Concretely, we convert the computer‐based survey instruments into text messages (SMS). Collecting mindset survey data from 3570 students in São Paulo State as schools gradually reopened in early 2021, we validate our methodology by matching key patterns in our data to previous findings in the literature. We also train a machine learning model on our data and show that it can (1) accurately classify students' SMS responses, (2) accurately classify student mindsets even based on text written in other media, and (3) rate the fidelity of different interventions to the published growth mindset curricula. [ABSTRACT FROM AUTHOR]

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]

Against the backdrop of declining motivation and growing social and emotional challenges in English learning experienced by Hong Kong primary school students, the study aimed to profile an interactive pattern between relevant motivational beliefs (i.e., self-efficacy, interest, and growth mindset), social and emotional learning (SEL) skills and English learning achievements. Data was collected from 913 4th graders with questionnaires and an English test. Results indicated a medium-high level of motivation among the participants, and a high level of self-awareness and social awareness skills but a medium level of self-management and social management skills in terms of SEL. More importantly, structural equation modeling (SEM) analyses confirmed the intricate interplay where the motivational beliefs predicted English learning achievements through the mediation of self-awareness and self-management skills. Our findings also underscore the relatively higher importance of interest and growth mindset than self-efficacy in English learning for young children. Pedagogical implications are discussed. [ABSTRACT FROM AUTHOR]

Growth mindsets, the belief that intelligence can grow with effort and training, have been associated with the adoption of mastery goals in children and adolescents. However, it is unknown whether these two factors are also correlated in adults. We conducted two online studies among three hundred participants to challenge this association. Results from (1) zero-order correlations, (2) structural equation modeling and (3) out-of-sample predictions converged on the finding that growth mindset was associated with the adoption of mastery goals in mathematics. This association generalized across different ways of measuring mindsets. Taken together the results provided new evidence for the idea that mindset and goal achievement are intrinsically related concepts, which remain associated across different life stages and generalize across populations. [ABSTRACT FROM AUTHOR]

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

Understanding time investment while solving problems is central to metacognitive research. By the Diminishing Criterion Model (DCM), time regulation is guided by two stopping rules: a confidence criterion that drops as time is invested in each problem and the maximum time to be invested. This combination generates curved confidence–time associations. We compared the belief that intelligence is malleable, a growth mindset, to the belief that intelligence is fixed, and to neutral control groups. We hypothesized that a growth mindset leads people to selectively invest time in problems carrying the hope of improvement. This extra time makes the curved DCM pattern curvier. In two experiments, participants primed with growth, fixed, or control mindsets solved analogies (Experiment 1) and compound remote associates (Experiment 2). As expected, in both experiments a growth mindset exhibited a curvier confidence–time pattern, while the fixed mindset and control groups replicated previous confidence–time associations. Most additional time was invested in problems with intermediate difficulty levels, suggesting strategic time allocation. The study offers useful measures for delving into factors that affect thinking time allocation. [ABSTRACT FROM AUTHOR]

This study was launched after re-analyzing teacher narratives from an earlier study; the narratives were reflections on environmental education practices. The analysis involved using a framework that relates Habits of Mind to educational theories. An unsurprising outcome was finding Habits of Mind associated with mindfulness and constructivism. An unanticipated finding was to learn how incremental learning theory explains why teachers strive to include environmental education in their lessons. Although there has been environmental research related to growth and fixed mindsets, more studies in environmental education are needed to explore how incremental learning theory plays a role in the decisions and actions of exemplary environmental educators. Therefore, to begin this exploration, a new study was conducted using the framework to analyze interviews with ten currently practicing teachers. The findings give insights into the following Habits of Mind associated with incremental beliefs: wonderment and awe, continuous learning, striving for accuracy, risk-taking, and persistence. [ABSTRACT FROM AUTHOR]

This study reports the impact of a language mindset toolkit in influencing the language mindsets of Thai undergraduate students. An explanatory sequential mixed method design was used to determine how language mindset changes and know the students' language learning insights through a focused mindset intervention. Data from 67 students chosen from convenience sampling completed language mindset surveys, journal entries, and semi-structured interviews were analyzed. Descriptive statistics was used to analyze the survey data, while thematic and content analyses were utilized for journal entries and interview data. Key findings revealed a notable shift from a fixed to a growth mindset, particularly in language learning abilities. While mindsets related to intelligence and age sensitivity remained relatively stable, there was a marked change in participants' belief in the malleability of their language learning abilities, underpinned by the principles of effort and persistence. Thematic analysis of journals supports these findings, with themes such as knowing about language mindset in learning, putting effort into language learning, setting goals in language learning, using strategies in language learning, and regulating emotions in language learning. Meanwhile, the content analysis of individual interviews revealed insights such as appreciating self, motivating self in language learning, and gaining self-efficacy. Growth mindset-oriented interventions could transform the students' beliefs in language learning. [ABSTRACT FROM AUTHOR]

The current study investigates the effects of a digital growth mindset on the motivation and success of chemistry students. The approach involves the use of technological tools that encourage students to face challenges and keep trying even when things become difficult. Students can achieve milestones by following this fruitful methodology. This study utilized a mixed-method design of an ordered–explanatory type, as identified in one of the categories of mixed-method approaches. The quantitative aspects of the research project were conducted using a matching-only pre-test–post-test control-group design. This was conducted because the study was carried out on secondary school students in Lahore, Pakistan, and the population included students up to the tenth grade. Only the experimental group participated in digital growth mindset activities. The control group was taught using traditional methods. The qualitative aspect of the study involved conducting focus group discussions with students in the experimental group. The results showed a significant improvement in motivation and chemistry achievement among the students in the experimental group, as evidenced by the higher mean scores from the pre-tests and the post-tests compared to the control group. The present research findings reveal that digital growth mindset interventions, when appropriately incorporated into chemistry curricula, possess the capacity to not only improve student engagement and subsequent performance but also to provide educators with valuable insights into instructional practices that are worth implementing in the digital era. [ABSTRACT FROM AUTHOR]

Purpose: The 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 wellbeing 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. Methods: This 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. Results: Our 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. Conclusion: A 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. [ABSTRACT FROM AUTHOR]

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

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

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

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]

The study aimed to examine the effectiveness of a coaching program to enhance the growth mindset of healthy food restaurant managers. Utilizing a quasi-experimental design, 30 managers were divided into experimental (15) and control groups (15) through simple random sampling. The instrument included 1) A 25-item growth mindset tool assessed belief in learning development, embracing challenges, courage to face failure, effort, and learning from criticism and 2) The growth mindset coaching program. Data analyzed via Independent and Paired t-tests showed that the experimental group’s average growth mindset score significantly increased from 5.035 to 5.637 (p < .05) and was higher than the control group’s post-experiment. The experimental group yielded a t-statistic of 8.399 and an f-statistic of 6.195, indicating significant differences between groups. The findings concluded that the coaching program significantly enhanced the growth mindset of restaurant managers, benefiting their professional roles and emphasizing the importance of a growth mindset in organizational contexts, thereby suggesting new coaching approaches for personnel development with academic and business applications. [ABSTRACT FROM AUTHOR]

Differentiated instruction remains one of the most important frameworks for the global education community to achieve sustainable educational development goals and inclusive education. It is also one of the most critical challenges for teachers in different subjects. This study used structural equation modeling to examine the role of teachers' practices and beliefs in implementing differentiated instruction in physical education. Using a sample of 527 preservice teachers, we found that a growth mindset was the strongest predictor of differentiated instruction, followed by flexible grouping and differentiating the curriculum. In addition, multiple mediation analyses revealed that differentiating the curriculum and flexible grouping mediated the relationship between a growth mindset and differentiated instruction. We also guide teacher educators to develop teachers' growth mindsets and help teachers better understand differentiated instruction in physical education. Practitioner Points: Growth mindset is crucial for differentiated instruction in physical education.Flexible grouping mediates the impact of growth mindset on differentiated instruction.Differentiation of the curriculum is a mediator in the relationship between growth mindset and differentiated instruction. [ABSTRACT FROM AUTHOR]

Objective: To investigate the relationship between growth mindset and mental health in middle school students, and to explore the intervention effects of growth mindset intervention in different grades and at different times after intervention. Methods: Totally 612 middle school students from a certain high school in Xi'an were selected to evaluate their growth mindset and mental health status using the Mental Health Diagnostic Test (MHT) and Implicit Personality Theory Questionnaire (IPT-Q). They were divided into a growth mindset intervention group (n = 306) and a conventional mental health class group (n = 306) using a simple random sampling method. The growth mindset intervention group received an additional 45 minutes of growth mindset class on top of the conventional mental health class. Three factor analysis of variance was used to compare the MHT scores of participants in different grades, groups, and time conditions. Results: There was a negative correlation between IPT-Q scores and MHT scores in middle school students ( r = 0.1, P < 0.05 ) At 4 weeks after intervention, the MHT scores were lower in the growth mindset intervention group than in the conventional mental health class group [(30.8 ±5.0) vs. (35.9 ±16.6), At 4 months after intervention, there was no statistically significant P < 0.00111 difference in MHT scores between the two groups (P > 0.05) Conclusion: It suggests that growth mindset intervention could improve the mental health status of middle school students in the short term. [ABSTRACT FROM AUTHOR]

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

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. [ABSTRACT FROM AUTHOR]