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AbstractSibling bereavement due to military casualties can produce psychological distress but can also elicit personal growth. This research explored the association between psychological distress and post-traumatic growth (PTG) among military-bereaved siblings via a moderated mediation model. Israeli military-bereaved siblings were recruited through a nonprofit organization devoted to bereaved siblings of military casualties. Participants (N = 155) completed questionnaires of posttraumatic growth, distress, commemoration, social support. Results supported the moderated mediation study model. Specifically, higher psychological distress was associated with lower social support, which was subsequently associated with lower self-disclosure, for the entire sample. This association was strongest for bereaved siblings with high relief-related commemoration, which was then associated with lower PTG. Pursuant to our findings, mental health professionals need to guide bereaved siblings toward involvement in commemoration activities that bring them relief, thus further enabling social support that facilitates personal disclosure and, subsequently, PTG. [ABSTRACT FROM AUTHOR]

This study was conducted to determine the impact of School Learning Action Cell (SLAC) implementation on the professional and personal development among elementary teachers. Descriptive-correlational research design and complete enumeration technique were used. Findings reveal that elementary teachers generally have agreed that SLAC implementation was extensive in terms of learner diversity, content and pedagogy, content assessment and reporting, 21st century skills and ICT integration and curriculum contextualization. They also concurred that the implementation of SLAC had a profound influence on their professional and personal development. However, the perceived impact on teachers when grouped according to the number of years was statistically insignificant. A notable disparity in the perceived impact of teachers on their personal growth when grouped according to sex was identified. In terms of their professional growth, no significant difference was observed. A significant relationship between the extent of implementation of SLAC and the perceived impact of SLAC implementation on personal and professional growth was evident. Recommendations included more SLAC sessions on learner diversity and content assessment. Reporting should be allocated in a gender-sensitive approach. Innovative and interactive strategies in the implementation of SLAC must be utilized to intensify its impact on the personal and professional growth of teachers. [ABSTRACT FROM AUTHOR]

AbstractThis study explores the experiences of Iranian bereaved spouses who lost partners in Road Traffic Collisions (RTCs) one to three years earlier. Seventeen participants were interviewed using purposive sampling. Three central themes emerged: (1) “The unfillable void,” revealing the profound emptiness experienced by the bereaved, the factors that maintain this void, and the challenges in accepting human-induced deaths as fate. This leads to difficulties in finding meaning in the loss, resulting in anger and seeking revenge; (2) “The Iranian mourning,” exploring cultural impacts such as Chehelom, alongside confronting loneliness that ensues after this period ends, and the cultural stigma faced by the bereaved; (3) “One’s perspective on life,” highlighting personal growth amid adversity. The study emphasizes the necessity for culturally sensitive support services and suggests psychological therapies addressing feelings of retaliation and fury. These insights offer valuable contributions to understanding bereavement in diverse cultural contexts, informing legislators and healthcare professionals. [ABSTRACT FROM AUTHOR]

Introduction: Hormones produced by the hypothalamic--pituitary--adrenalgonadal (HPAG) axis are crucial for modulating central nervous system (CNS) function and development throughout a person's life. Disruptions in HPAG function can impact psychological development, particularly during adolescence--a period marked by psychological growth and the maturation of the HPAG axis. An early indicator of HPAG alterations is ovulatory dysfunction (OD), a common condition among adolescents. Methods: This study explored the associations between neuroactive hormones and personal growth in adolescents with OD. Female participants aged 12-25 years with OD were recruited, and assessments were conducted to profile their basic hormonal levels and various dimensions of individual development, including self-concept clarity, sense of coherence, self-esteem, perfectionism, self-control, and mood states. Results: Adolescents with OD (n = 117) had lower self-concept clarity and selfesteem compared to reference data. A significant portion of the sample displayed elevated levels of tension (71.25%), confusion (62.5%), fatigue (58.22%), and depression (52.6%). Self-esteem scores were negatively correlated with DHEAS (r = -0.224; p = 0.026) and glucose (r = -0.249; p = 0.010). Higher levels of free testosterone were associated with increased depression scores (coef = 0.2398; p = 0.002), whereas higher estradiol levels were linked to lower aggressiveness scores (coef = -0.0648; p = 0.001). Discussion: These findings indicate that hormonal imbalances in adolescents with OD could affect personal growth. Further research is needed to establish causal relationships between the variables considered. [ABSTRACT FROM AUTHOR]

Understanding mindsets is crucial to understanding coaching behavior. Recent research has demonstrated that growth mindsets have both positive (i.e., increased outcome expectancy) and negative (i.e., increased blame attributions) effects on prosocial behavior. However, little is known about the role of these two opposing effects in work settings, especially when considering the history of competence- and morality-related failure of people receiving coaching. To address this gap, we conducted four experiments (N = 2,295), which consistently revealed that a growth mindset (mediated through outcome expectancy) was positively related to willingness to coach. However, there was no evidence of detrimental effects via blame attributions, regardless of the recipient's failure history. Therefore, promoting growth mindsets in organizations likely contributes to a supportive workplace culture. [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]

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]

Psychometricians have argued that measurement invariance (MI) testing is needed to know if the same psychological constructs are measured in different groups. Data from five experiments allowed that position to be tested. In the first, participants answered questionnaires on belief in free will and either the meaning of life or the meaning of a nonsense concept called "gavagai." Since the meaning of life and the meaning of gavagai conceptually differ, MI should have been violated when groups were treated like their measurements were identical. MI was severely violated, indicating the questionnaires were interpreted differently. In the second and third experiments, participants were randomized to watch treatment videos explaining figural matrices rules or task-irrelevant control videos. Participants then took intelligence and figural matrices tests. The intervention worked and the experimental group had an additional influence on figural matrix performance in the form of knowing matrix rules, so their performance on the matrices tests violated MI and was anomalously high for their intelligence levels. In both experiments, MI was severely violated. In the fourth and fifth experiments, individuals were exposed to growth mindset interventions that a twin study revealed changed the amount of genetic variance in the target mindset measure without affecting other variables. When comparing treatment and control groups, MI was attainable before but not after treatment. Moreover, the control group showed longitudinal invariance, but the same was untrue for the treatment group. MI testing is likely able to show if the same things are measured in different groups. [ABSTRACT FROM AUTHOR]

Data analytics and programming skills are increasingly important in the humanities, especially in disciplines like linguistics due to the rapid growth of natural language processing (NLP) technologies. However, attitudes and perceptions of students as novice learners, and the attendant pedagogical implications, remain underexplored. This article reports a combined SWOT (strengths, weaknesses, opportunities, threats) and survey analysis of how postgraduate linguistics students reflect on internal qualities and external circumstances that affect their learning. SWOT is a popular self-reflective strategic planning tool by organizations. An innovative approach was used to classify students into four SWOT-defined learner dispositions (SO, ST, WO, and WT) based on their relative emphasis on strengths versus weaknesses, and opportunities versus threats. Scores on a modified Mathematics Attitude Survey measuring self-rated ABILITY, INTEREST, UTILITY, and PERSONAL GROWTH were then compared across these dispositions. Results reveal (i) some unexpected and interesting strengths/weaknesses/opportunities/threats, (ii) perceived internal traits (strengths/weaknesses) play a greater role than external traits (opportunities/threats) in shaping students' attitudes, (iii) a paradox where more confident students tend to be less interested, and vice-versa. Pedagogical implications arising from the results are discussed with an eye on enhancing the teaching of data analytics and programming skills to this target population. [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]

Purpose: Middle-aged and elderly users become an important group on short-video platforms, however, the research on determinants of their video-creating intention is limited. Based on lifespan development theories, this study examines the impact of aging experiences on their video-creating intention, considering internal generative motivations as mediators and age as a moderator. Design/methodology/approach: To test this study's hypotheses, survey data from 321 Chinese middle-aged and elderly short-video users were collected and partial least square-structural equation modelling (PLS-SEM) approach was used to analyze these data. Findings: Middle-aged and elderly users' aging experiences of social loss and personal growth are positively related to their video-creating intention. Aging experiences (i.e. physical loss, social loss, and personal growth) are positively related to internal generative motivations (i.e. need to be needed and symbolic immortality), and need to be needed is positively related to video-creating intention. Via the mediation of need to be needed, physical loss and personal growth are indirectly positively related to video-creating intention. Personal growth strengthens the relationship between physical loss and symbolic immortality, but weakens the associations of social loss with need to be needed and symbolic immortality. Age weakens the relationship between symbolic immortality and video-creating intention. Originality/value: This study is the first wave to introduce and integrate lifespan theories such as selective optimization with compensation model, socioemotional selectivity theory, and generativity theory to explore the impacts of aging experiences on middle-aged and elderly users' video-creating intention by considering generativity motivations as mediators and age as a moderator. [ABSTRACT FROM AUTHOR]

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When do consumers indulge in self‐gifting? While extant research predominantly explores self‐gifting as a coping mechanism in postchallenging phases, this research suggests an additional dimension: self‐gifting as a form of self‐reward. Drawing from the idea of stress‐related growth, this paper focuses on consumer behavior following a romantic breakup, investigating self‐gifting as a reward mechanism. Results from five studies consistently demonstrate that the severity of a breakup significant influences consumers' self‐gifting propensity in both intrinsic‐ and extrinsic‐rewarding consumption, driven by their heightened perceived deservingness. These effects are attenuated when individuals engage in ruminative thoughts about their tumultuous (vs. harmonious) breakups. These findings explain the nuances of self‐gifting behavior following a romantic breakup by establishing a theoretical link between personal failures (e.g., romantic breakups) and a sense of deservingness, which influences consumer's self‐gifting propensity as a self‐reward. [ABSTRACT FROM AUTHOR]

Abstract\nLay summary\nIMPLICATIONS FOR PRACTICEThe overall purpose of this study was to describe the development of a personal development intervention for high-performance sport. More specifically, the primary objective of the study was to present the results of the co-design phases of the intervention development process. The academic research team initiated the process of intervention development, informed by a grounded theory and using a logic model and the Template for Intervention Description and Replication checklist for Population Health and Policy (TIDieR-PHP). During the co-design phases of intervention development, 28 participants (15 athletes, 8 coaches, 5 technical leaders) were engaged via focus groups or individual interviews. We used qualitative description methodology and analyzed data using an abductive content analysis procedure. Participant engagement helped inform the development of the intervention logo, activity bank, delivery format, scheduling, and individualized approach. By the end of the development phase, the intervention comprised five personal development strategies: self-awareness, goal setting, reflecting, perspective-taking, and evaluating.This paper describes the development of a personal development intervention for high-performance sport. It specifically focuses on presenting the results of the co-design phases of the intervention development process.Working collaboratively with end-users and stakeholders can help researchers to develop sport psychology interventions.Taking a sport-specific approach to design interventions can help researchers develop interventions that are tailored to end-users’ needs, age, and stage of development within a particular sport.Working collaboratively with end-users and stakeholders can help researchers to develop sport psychology interventions.Taking a sport-specific approach to design interventions can help researchers develop interventions that are tailored to end-users’ needs, age, and stage of development within a particular sport. [ABSTRACT FROM AUTHOR]

An existing scale of personal growth in caregivers of people with multiple sclerosis (MS) was expanded for use with an acquired brain injury (ABI) population, and was modified following additional psychometric analyses. A cross-sectional online survey was administered to 315 caregiving partners of persons with MS and 310 family caregivers of persons with ABI. Principal component analysis (PCA) performed on the original 32-item instrument yielded a 4-component, 17-item solution with correlated subscales with solid psychometric properties. Subscales were labelled Appreciation, Positivity, Adjustment, and Spirituality. Secondary PCA conducted revealed three subscales (five items each) correlated moderately while the fourth, Spirituality, remained distinct. The sum of the three five-item subscales may serve as a total score. Reliability analysis yielded acceptable-to-high internal consistency. Comparisons of the PGS with existing instruments demonstrated its discriminant/convergent validity. Two kinds of latent class analyses were conducted on the 15-item PGS to identify three latent classes that spanned the neurologic groups, revealing that measurement invariance was held for the instrument in this sample. An instrument with sound psychometric properties was established, designed to assess personal growth in caregivers of individuals with ABI or MS. Future work should explore its value in other populations and as a metric of changes over time. [ABSTRACT FROM AUTHOR]

In response to the growing need for self-directed learning (SDL) skills in a rapidly changing world, research was conducted to map interventions that support SDL skills, aiming to find a model for supporting SDL skills in NEETyouth. SDL competencies support continuous personal development and coping with change. There is a significant number of young people in society who do not participate in working life, education, or training (NEET-youth) and are characterized by a low level of education. Little has been done to support SDL skills interventions for them; however, bringing young people back to the education path is a crucial issue. This raises important questions about which supportive approach and tools are most beneficial for developing SDL skills in NEET-youth, and how best to implement them. This literature review is based on the analysis of 25 articles. The results of the study showed that SDL interventions have not been used for NEET-youth, and therefore, the new model was created. In the case of NEET-youth the SDL intervention should be seen as a non-formal learning process that combines various activities that enable self-reflection and real-life experiences for acquiring new positive learning experiences. [ABSTRACT FROM AUTHOR]

Navigating academic writing, the waters of academic life, should be a sustainable practice, which supports the learning and personal development of writers. However, cultures of writing differ in their sustainability. The sustainability of writing cultures relies heavily on whether writing is a solitary or social practice and whether it is process- or product-oriented. This paper compares metaphors of independent and social academic writing and considers what the metaphors convey about the culture of writing. We facilitated social writing sessions and collected metaphors from writers during focus group interviews. The metaphors were analyzed using Sword’s (2019. Snowflakes, splinters and cobblestones: Metaphors for writing. In S. Farquhar & E. Fitzpatrick (Eds.), Innovations in narrative and metaphor: Methodologies and practices (pp. 39–56). Springer Singapore Pte. Limited) DEEPER-framework. The metaphors mostly conveyed a sustainable approach to writing, though more fleeting encounters with both independent and social writing were described. Only rarely were non-sustainable approaches described. As competition and comparison can impede benefiting from social writing, we propose drawing attention to writers’ learning and professional development in each social writing session. [ABSTRACT FROM AUTHOR]

Introduction Methods Results Conclusion Mindsets have become an important focus in the fields of social and cognitive psychology. When holding a growth mindset, people appear more likely to engage in hard work and effort to foster success, seeing setbacks as necessary for learning. When holding a fixed mindset, in contrast, people tend to believe success comes from innate ability, seeing setbacks as evidence of inability. As such, mindsets affect students' learning, resilience and personal development. There is little empirical evidence, however, regarding how medical students perceive mindsets and the fundamental determinants of mindset formation, especially in non‐Western contexts. This study investigated medical students' mindsets and perceptions of mindset formation with the aim of broadening the cross‐cultural understanding of self‐theories.Using a convergent mixed‐methods approach at a medical school in China, the authors conducted a survey and four focus groups with medical students in first to third years. Quantitatively, we used the Dweck Mindset Scale to describe medical students' mindsets in the domains of intelligence and talent. Qualitatively, we analysed focus group data using a grounded theory approach to develop a descriptive model.Survey results included 464 responses for quantitative analysis. Multivariable regression found that Year 3 students had more fixed mindsets for intelligence and talent (p < 0.05) compared with Year 1 students. Rural students reported a more mixed mindset for intelligence compared to urban students (p < 0.05). Qualitative analysis of focus group data yielded four major categories: beliefs about mindsets, conceptualization of mindsets, achievement motivation and source of mindset formation. We developed a Mindset Basis Model to depict connections among the factors students perceived to influence mindset formation—intra‐ and interindividual factors; contextual factors; and micro‐, meso‐ and macro‐system factors—and students' motivation regarding achievement.The study describes medical students' mindsets for the domains of intelligence and talent and explores how they conceptualised these mindsets. The findings indicate that factors influencing mindsets do not operate in isolation but through intricate interactions among multilevel factors embedded within a context. [ABSTRACT FROM AUTHOR]

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 research explores how paper and online assessments (OA) can affect EFL learners' personal development variables such as self-esteem, mindfulness, demotivation, and language learning development. Sixty intermediate English as a foreign language (EFL) students participated in the current research and were randomly grouped into the experimental group (EG) and the control group (CG). Before the intervention, the data collection tools assessing language learners' self-esteem, mindfulness, demotivation, and language learning development were administered as pre-tests to all the participants. Subsequently, the EG was taught all lessons of the coursebook, Top Notch 2, by utilizing OA while the CG was taught the identical lessons using a conventional (pen and paper) assessment. In the post-treatment phase, the two groups completed the post-tests on self-esteem mindfulness, demotivation, and language learning progress. The study demonstrated that the EG group outperformed the CG group on the four post-tests. The findings indicate that the intervention of OA significantly enhanced language learning outcomes and psychological well-being regarding the measured personal development variables. The enhanced efficacy in the EG group can be ascribed to the utilization of OA during the treatment phase, which has a beneficial effect on academic and personal development. This study also posits that integrating OA augments psychological engagement and language development among EFL learners. It highlights the implications of the results associating teaching EFL via OA with the observed personal development aspects and attributes them to effects of positive psychology. [ABSTRACT FROM AUTHOR]

Girls’ experiences in Physical Education (PE) is an established area of research in the Western world. Yet, a lack of research on girls’ unique challenges and experiences in various parts of the world creates a gap in understanding how cultural, educational, social and economic factors affect girls’ experiences. The present study was designed to examine girls’ views and experiences of the implementation of PE in female-only state schools in the Kingdom of Saudi Arabia (KSA). The national context of KSA is unique, with PE only recently being incorporated in girls’ curriculum, as part of a national reform effort to improve the quality of education and to empower girls (Saudi Arabia’s Vision 2030). Between September-December 2022, 30 girls (aged 12–15) from three secondary schools were recruited to be study participants. A total of seven focus groups (with an average of 4–5 girls per group) were carried out utilizing interactive, participatory research activities. Two main themes are reported. Firstly, most girls persistently talked about the development of movement competency as a catalyst for personal growth and the accruement of health benefits. PE was also seen as a gateway for female empowerment, equitable access to sports, including competition in traditional non-female sports. Yet, girls expressed concerns about the lack of practical opportunities in PE, limited resources and teachers’ lack of expertise, which all appeared to affect their confidence in participating in PE and physical activity. The strength of the girls’ voice in the present study reinforces the need for careful (re)consideration of the PE curriculum to better align provision with girls’ interests in a genuine attempt to treat them fairly. To drive change in PE and advance future research, directing further investment towards appropriate professional development would better support teachers to review and improve the quality of provision. [ABSTRACT FROM AUTHOR]

AbstractGrowth mindset and learning goal orientation are related to positive outcomes and experiences for both students and instructors in the higher education context. The present study examined growth mindset and learning goal orientation toward teaching as predictors of instructors’ likelihood of seeking feedback about their teaching. Considering that all feedback may not be perceived as equally valuable, we also examined the sources from which instructors were likely to seek feedback. Full-time faculty members (n = 103) responded to measures of general mindset, teaching mindset, teaching goal orientation, and likelihood of seeking feedback about teaching from multiple sources. They reported being more likely to seek feedback from students and department colleagues than from more distant colleagues. Learning goal orientation mediated the relationship between teaching mindset and likelihood of seeking feedback from students; instructors with more of a learning goal orientation reported a more growth-oriented mindset for teaching and greater likelihood of seeking feedback from students. We conclude that instructors who are learning goal-oriented are more likely to perceive teaching as a skill to be developed and thus are more likely to seek feedback, especially from students and close colleagues. Professional development programs (and reward systems in universities) may do well to focus on encouraging learning goal orientation in order to improve instructor performance. [ABSTRACT FROM AUTHOR]

As the number of foreign patients and the frequency of international academic exchanges increase, English proficiency has become increasingly essential for Chinese nurses in the treatment and nursing processes, clinical academic exchanges, and ongoing education. However, the overall English proficiency of Chinese nurses is generally inadequate, greatly depending on the English that they acquire during their nursing education. This study aims to explore the challenges encountered by Chinese EFL (English as a Foreign Language) nursing students in the process of learning Nursing English, along with the effective self-regulated learning strategies they adopt to overcome these challenges. Data were collected from nine Chinese EFL nursing students through their reflective journals and thematic analysis was applied. Data analysis revealed the variety of challenges EFL nursing students encountered, including language-related challenges, which are linguistic difficulties that relate to Nursing English learning itself, such as Nursing English vocabulary and terminology, English-to-English translation, limited listening comprehension, and the gap between textbook knowledge and its practical application; learner-related challenges, which are difficulties that affect students' emotional, affective, and mental state, primarily caused by uncertainty about the significance of Nursing English, the unexpected difficulty of Nursing English, and failing quizzes; and context-related challenges, which are difficulties relate to social, cultural, and educational context, such as insufficient learning resources, a lack of language environment, and peer pressure. To surmount these challenges, the participants adopted diverse self-regulated learning strategies, including setting goals, previewing in advance and reviewing in time, utilizing word roots, prefixes, and suffixes to facilitate vocabulary learning, repeating, practicing with sounds and writing systems, translating, highlighting and using imagery to overcome language-related challenges; believing in the usefulness and significance of Nursing English, keeping a growth mindset, enjoying Nursing English learning and teacher support and maintaining grit in learning Nursing English to overcome learner-related challenges; and integrating resources, creating supportive language environments and seeking assistance from teachers and cooperating with peers to overcome context-related challenges. Based on these findings, implications are drawn for Nursing English teachers, material designers, curriculum developers, and program designers. We suggest incorporating explicit strategy instruction into regular Nursing English education to enhance nursing students' self-regulated learning. [ABSTRACT FROM AUTHOR]

Introduction: Students' self-regulation skills and self-efficacy are linked to performance and are considered essential for lifelong learning. Understanding these skills and their development is crucial for educational success and long-term personal growth. Methods: In this study, 60 students attending a university-level collaborative design course were recruited as participants. They were initially classified into three groups [high, mixed, and low self-efficacy (SE)] based on the initial test results. Students' written reflections were then analyzed using epistemic network analysis (ENA), aiming to explore the characteristics and developmental trajectories of self-regulated learning (SRL). Results: Comparing with the other two groups, the high self-efficacy (HSE) group demonstrated: (1) more behavioral characteristics of SRL in the performance and self-reflection stages, (2) an earlier development of interest 91 in the task and recognition of its value during collaborative design activities, 92 followed by the utilization of more cognitive and metacognitive strategies; and (3) an "anticipation-behavior-reflection" loop in the self-regulation process. Discussion: These findings highlight the importance of fostering high self-efficacy among students to enhance their self-regulated learning capabilities and overall academic performance. Strategies for improving learners' SRL and future research directions were provided accordingly. [ABSTRACT FROM AUTHOR]

Mental health has become a controversial topic worldwide. The social media, pandemic, and societal trends are found to have strong link to the rise of mental health conditions. Mental health shows a paramount importance to the overall well-being of an individual and significantly affected by the mindset, anxiety, and psychological well-being. This study aims to determine the relationship among mindset, anxiety, and psychological well-being of senior high school students atSaint Mary’s University. The descriptive, comparative, and correlational research designs and thematic analysis were utilized in analyzing the quantitative and qualitative data gathered from the 508 senior high school students. Findings reveal that students predominantly have growth mindset with some fixed ideas and experienced moderate levels of anxiety but they have high psychological well-being. Moreover, it is found that there is a significant difference in the type of mindset based on academic standing (p=.005), the level of anxiety based on sex (p=.001) and strands (p=.007), and the level of psychological well-being based on socioeconomic status (p=.026). Furthermore, results shows that there is a significant relationship between mindset and psychological well-being (r=.366, p=.000). However, it is found that there is no significant relationship between mindset and anxiety and anxiety and psychological well-being. Further research is needed to understand the complex relationship between mindset, anxiety, and psychological well-being, as well as to develop effective interventions to support students' mental health. [ABSTRACT FROM AUTHOR]

All orthopaedic surgeons are leaders in the operating room and clinic, and many orthopaedic surgeons choose to pursue other formal leadership roles. Effective leaders are proficient communicators, have high emotional intelligence, have a growth mindset, create structure, and facilitate teamwork. Participating in formal leadership training offered through the American Orthopaedic Association, the American Academy of Orthopaedic Surgeons, or advanced degree programs can facilitate the development of leadership skills. By setting goals, being aware of available leadership positions, and promoting diversity, senior leaders may help orthopaedic faculty to achieve senior leadership roles. Maxwell's leadership hierarchy, which consists of 5 levels of leadership (position, permission, production, people development, and pinnacle), provides a framework for the promotion and mentorship of junior partners by senior leaders. Seeking out and promoting leadership will encourage an environment of leaders and improve the field of orthopaedic surgery. [ABSTRACT FROM AUTHOR]

This study examines the relationship between critical thinking and grades at the tertiary level, focusing on their social, political, and ethical implications. Employing a mixed-methods approach, this study combines survey data collection with in-depth interviews to generate comprehensive insights into the complex relationship between critical thinking and grades. The survey targets 173 faculty members, while the interviews focus on seven selected academic staff members from Palestinian universities, enabling a comprehensive understanding of the research objectives. Results showed that grades often hinder critical thinking skills and creativity, leading to rote memorization and limited creativity. The study also highlights the political implications of grades, as standardized testing influences education policies and curriculum decisions. Faculty members expressed criticism of the prioritization of grades, citing conventional evaluation methods, temporal limitations, and resource constraints. As critical thinking is crucial for comprehensive student development, contributing to problem-solving, decision-making, creativity, innovation, effective communication, and active citizenship, the study proposes diverse approaches to strike a balance between valuing grades and nurturing critical thinking abilities. By fostering critical thinking abilities, Palestinian students can enhance their preparedness for academic pursuits, personal growth, and societal contributions. [ABSTRACT FROM AUTHOR]

This study investigates the obstacles encountered by female graduates in China's higher education system when considering entrepreneurship by employing the Theory of Planned Behaviour as an analytical framework. Although entrepreneurship is widely acknowledged as crucial for economic and personal growth, gender inequalities remain, with women being severely underrepresented. The primary objective of this study is to gain insight into the underlying reasons behind the reluctance of female university students, specifically in China, to pursue entrepreneurial ventures. In this study, we conducted 30 semi-structured interviews with female university students from different majors to identify the key barriers that discourage them from starting their businesses. The factors discovered are instrumental and affective attitudes towards entrepreneurship, subjective norms (family, friends, teachers, and others), and perceived behavioural control (encompassing past experiences, second-hand information, and anticipated obstacles). The results showed that a conservative familial atmosphere, risk-averse cultural norms, and limited access to helpful resources and experiences in universities are major obstacles. This study enriches the present knowledge by providing a detailed explanation of the gender-specific obstacles in entrepreneurship in the Chinese context. It proposes that interventions at the educational and governmental levels are imperative to promote female entrepreneurship. [ABSTRACT FROM AUTHOR]

Loneliness is one of the most widespread conditions that affect one's physical and mental health. Loneliness is found in all populations despite age, gender, ethnicity, religion, or socio-economic status. It is related to the quality and availability of social interactions and can be expressed in different social domains. While the negative effects of loneliness are well-established, mechanisms and moderators of loneliness still need more examination. In the present study, we approached loneliness from a multidimensional perspective. We focused on associations between sociotropy and different types of loneliness—family and non-family. Participants were 157 adults aged 35–55, 55% females. Methods were the Social and Emotional Loneliness Scale (SELSA-S), "Sociotropy—Self-Sufficiency" Questionnaire, and Psychological well-being scale (scales of Autonomy and Personal growth). To test moderation effects, we applied Hayes Process v.4 (models 1–3). Results confirmed that sociotropy predicted loneliness, both family and non-family, and autonomy and personal growth moderated this effect. We found two different moderation mechanisms for family and non-family loneliness: parallel negative moderation affected sociotropy—family loneliness association, and negative moderated moderation affected sociotropy—non-family loneliness association. Results suggested that the higher were scores on personal growth and autonomy, the less they affected the association of sociotropy and loneliness. Gender differences in moderation were found only for non-family loneliness. [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 document provides a summary of various research papers and studies related to education and child development. The topics covered include psychology teaching and learning, social-emotional learning programs, beliefs about effort among Chinese students, metacognition instruction, storytelling competency development, the relationship between socioeconomic status and mental health, challenges faced by school counselors in Taiwan, and the development of scales to measure learning motivation, attitudes towards pets, and academic procrastination. The studies highlight the importance of effective teaching methods, support for students' well-being, and the role of various factors in child development. [Extracted from the article]

Adding to the work on creative conflict management that has been the object of organizational and management studies for the last several decades, we focus on a subset of Gen Z or "Generation Tech" (Gen T). This generation will be the first to instinctively and reflexively bring a "technology first" approach to their work practices including conflict resolution. Scholars of organizational communication identify the management of creative conflict as a prosocial process with important ramifications for organizational well-being. Taking a social diagnosis approach, we contribute to this growing literature by bringing it into dialogue with digital sociology and Gen Ters who are well-suited to use digital communication platforms (DCPs) like Teams and Slack to engage in creative conflict that benefits the well-being of organizations and their members. Our analysis shows that DCPs can encourage prosocial behaviors, when they (1) include nonsynchronous functionality, (2) associate contributions with members' real names, and (3) make all interactions visible to all team members. Our study reveals that when organizational DCPs are governed by these parameters, they can foster the Seven Cs of Creative Conflict that we identify as clarity, candor, contribution, cooperation, challenge, courage, and collegiality. The Seven Cs foster a growth mindset feedback loop in which members learn to self-reflectively apply a social diagnostic approach to their own digitally mediated well-being, thereby potentially improving organizational communication. Therefore, the Seven Cs form a core of communication competencies that will be increasingly important for organizational success as Gen Ters continue to mature and become colleagues in a variety of organizations. [ABSTRACT FROM AUTHOR]

This article examines a problematic of the ordinary as it emerges in the poetical theology of an early poem of John Milton. This poem, Lycidas, has captured the attention of every major critic from the 18th century to the present, who has minutely examined its odd formal and generic character, its peculiar mix of personal grief and political outrage, and its role in Milton's own personal development at a particularly decisive moment in English history. Yet, despite this extensive interpretive history, 'the ordinary' has never become an extended object of critical analysis. This article accordingly seeks to uncover and examine the importance of a certain set of contemporaneous significations of the ordinary in Lycidas, which implicate the institutions of Church, state, and university in perhaps surprising ways. [ABSTRACT FROM AUTHOR]

This essay nominates W. H. Auden's first sestina, "Have a Good Time," for teaching the poetic form on the grounds that it maximally understands the sestina's stipulations for coordination. Stressful mental and compositional movements unique to the sestina form are integrated with the anxieties, desires, and sense making that come with maturation. This early achievement sets the parameters for many of Auden's other works, including "The Decoys," "Half Way," "Paysage Moralisé," Journey to a War , "Sonnets from China," and "Kairos and Logos." [ABSTRACT FROM AUTHOR]

Associations between home learning opportunities, parental growth mindset (the belief that intelligence is malleable), and children's academic skills have been documented primarily in European descent communities. Less is known about other communities. This study examined associations among home learning opportunities, parental mindsets, and child academic skills in a sample of 107 Latino parents and their kindergartners (M age = 67 months; 51% girls). Home learning opportunities were measured via a survey that included conventional learning practices (e.g. book sharing) and food practices (e.g. mealtime conversations). Parental mindsets were assessed through a widely used mindset scale. Child academic skills were assessed using standardized and non-standardized tests. Research Findings: Parental growth mindsets positively related to food practices (β = 0.29) and there was suggestive evidence that food practices positively related to child expressive vocabulary (β = 0.35). Conventional learning practices and parental growth mindset did not relate to child outcomes. Practice or Policy: If replicated in larger samples, findings suggest that Latino parents might view food practices as prime learning opportunities for their children. In addition, results suggest that food practices might foster Latino children's academic skills. Findings have the potential to inform family interventions targeting Latino families. [ABSTRACT FROM AUTHOR]

We conduct a large-scale natural field experiment with a Fortune 500 company to test several light-touch approaches to attract minorities to high-profile positions. A total of 5,000 prospective applicants were randomized into treatments that vary a small portion of recruiting materials. We find that self-selection at two early-career stages exhibits a substantial race gap. We then show that this gap can be strongly influenced by several treatments, with some closing the race gap and increasing application rates of minorities by 40% and others being particularly effective for minority women. These effects are not accompanied by any declines in application rates of majority group job seekers. In addition, we do not find that endorsing the "business case" for diversity reduces the race gap or raises application rates by minorities or women. The heterogeneities we find by gender, race, and career stage shed light on the underlying drivers of self-selection barriers among minorities. This paper was accepted by Yan Chen, behavioral economics and decision analysis. Funding: The authors thank the Brigham Young University College of Family, Home, and Social Science for generous research support. This research was funded in part by the Lowe Institute of Political Economy at Claremont McKenna College as well as the Australian Research Council Future Fellowship grant Nr. 190100252. Christina Rott thanks the School of Business and Economics, Vrije Universiteit Amsterdam, for research support through the Hermine Weijland Fellowship. Supplemental Material: The data files and online appendices are available at https://doi.org/10.1287/mnsc.2023.4909. [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]

Simulator training helps provide safe and cost-effective training for operators of modern forestry machines that require high motor skills, constant concentration, and proper planning. The aim of the study was to analyze the learning curves of the trainees in order to determine the period during which most development takes place. In this study, 11 trainees were trained on a John Deere harvester simulator for approximately 15 h each. In each case, a clear learning curve could be identified, despite high inter- and intra-person variability. Effective time showed a steady decrease during training, with a group minimum at the end of training (1.25 min). Crane tip distance per tree dropped rapidly in the first 3–4 h, followed by a more gradual decrease to reach a minimum of 23.8 m. Crane control showed a significant increase from an initial 0.63 to a maximum of 0.8 by the 9th hour of training. A number of crane functions used simultaneously increased more rapidly to almost a maximum value (1.8) already in the 5th hour. The individual curves for each trainee were highly variable, showing a wide range of values and shapes. In conclusion, most personal development occurs during the first phase of simulator training, which typically takes approximately 9–10 h. It is important to consider significant inter-personal variability and tailor the duration of simulator training to individual needs. [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]

Introduction: This study aimed to explore the time-varying impact of the Mindfulness-Based Stress Reduction (MBSR) program, specifically examining its effects on various variables 3 months, 1 year, and 3 years after program completion. Additionally, the study aimed to identify the barriers and facilitators in maintaining mindfulness practice over time and the preferred mindfulness practices among participants in three distinct time groups. Methods: The study utilized a qualitative research design, conducting semi-structured interviews with 45 participants who had completed the 8-week MBSR programat different time points. Thematic analysis was employed to analyze the qualitative data obtained from the interviews, allowing for the identification of key themes and patterns. Results: The findings revealed that the effectiveness of theMBSR programvaried at different times and across different variables. Immediately after completing the program, participants experienced a significant decrease in stress levels and an increase in awareness. One year later, the program continued to have positive effects on inner calm, coping mechanisms, and relationships. Three years after completing the program, its long-term impact was observed in the adoption of a mindful lifestyle, increased compassion and kindness, and ongoing personal growth. Discussion: The study highlights the transformative potential of the MBSR program beyond short-term symptom relief. The long-term effects observed in overall wellbeing emphasize the sustained efficacy of mindfulness-based interventions. The identified barriers and facilitators in maintaining mindfulness practice provide insights for programimplementation and individual engagement. By understanding the long-term impact and preferences of participants, tailored interventions can be developed to maximize the benefits of the MBSR program for individuals over time. [ABSTRACT FROM AUTHOR]

Technology has changed rapidly in recent years and higher education has struggled to keep up. This article draws upon the expertise of three leaders in the Educational Technology (EdTech) industry to better understand how technology can be infused at the course level and at the curricular level to improve student learning. Best practices in teaching and learning are considered through the filter of EdTech to better understand where faculty can start to implement change. It is also suggested that faculty reconsider their notions of personal development to include not just keeping up with content, but also keeping up with how technology can maximize the student learning experience. [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]

This study aimed to examine the predictive effect of cultural orientation and perceived school climate on the formation of teachers' growth mindsets. A total of 811 middle school teachers (26.88% females; mean age = 29.77) from Shanghai City, mainland China, participated in the study. The growth mindset inventory, Hofstede's cultural dimensions, and the school-level environment questionnaire were used to assess teachers' growth mindset beliefs, cultural orientations, and perceptions of school climates, respectively. Hierarchical multiple regression analyses were applied to test the hypothesized roles of teachers' cultural orientations and perceived school climates in predicting the formation of their growth mindsets. Two interesting findings were obtained. First, regarding the effect of cultural orientation, teachers' growth mindset belief was positively predicted by the Confucian dimension of cultural value in relation to long-term orientation but negatively predicted by the dimensions of power distance and uncertainty avoidance. Second, regarding the predictive effect of school climate, growth mindset was positively predicted by three school climate factors: school resources, decision-making, and instructional innovation. These findings provide empirical evidence for the perspectives of social cognitive theory and cultural and ecological psychology by highlighting the contextual sensitivity of growth mindset formation. These findings also have practical implications because they highlight the need to consider cultural and school climate factors in the promotion of teachers' growth mindsets. [ABSTRACT FROM AUTHOR]

This research investigates the relations between career strivings, career self‐management behaviors, and career success. Examining 312 German workers with two measurement waves, Study 1 reveals that career strivings significantly positively relate to engagement in various career behaviors, extending beyond the scope of established motivational variables. Specifically, we observed that self‐enhancement strivings correlate with self‐promotion activities, self‐transcendent strivings with helping behaviors, and personal growth strivings with continuous learning. In Study 2, incorporating three measurement waves and involving 299 German workers, examines how these career strivings differentially relate to objective career success and career satisfaction. Our findings indicate that self‐enhancement strivings are associated with higher leadership positions and workplace status, while self‐transcendent and personal growth strivings are linked to greater career satisfaction. Additionally, self‐enhancement strivings indirectly relate to career satisfaction through increased recognition. In contrast, self‐transcendent and personal growth strivings relate to satisfaction through experiences of meaningful work and personal development. This research underscores the significance of career strivings in influencing career self‐management behaviors and success, providing novel insights into the complex interplay between individual aspirations and professional outcomes. [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]

AbstractAmong adolescents, loneliness is common. One kind of loneliness, existential loneliness, is understood as a painful part of the human condition. During adolescence, existential loneliness has been shown to be challenging to navigate independently. Therefore, this study aimed to explore Swedish adolescents’ experiences of existential loneliness regarding receiving and providing support. This study had an exploratory qualitative design based on focus group discussions (n = 9) comprising 30 Swedish adolescents (median age 18). The data was analysed inductively using thematic analysis. The adolescents’ experiences of existential loneliness regarding receiving and providing support were represented in four themes: Wanting to face existential loneliness alone, but seeking relief and support when needed; Wanting to share the experiences, but not knowing how or being afraid to bare the vulnerability; Wanting to share the experiences, but nobody is there; Supporting friends by trying to be there, but feeling insecure. In conclusion, knowledge of existential loneliness and a sensitivity to adolescents’ personal needs is crucial. Supporting and being there for adolescents may increase their ability to encounter ̶ their own or others’ ̶ experiences of existential loneliness, which could be promotive for their well-being and personal growth. [ABSTRACT FROM AUTHOR]

Introduction: Self-concordant goals are those that align closely with an individual's intrinsic interests and values, driving autonomous motivation, and resulting in higher satisfaction and goal achievement. The relevance of studying the link between ego identity and goal self-concordance lies in understanding how a welldefined ego identity can foster the pursuit of authentic and fulfilling goals. Objectives: This study investigates the relationship between ego identity and goal self-concordance, focusing on how individuals' sense of identity influences their alignment with personal goals. Methods: Data were gathered through a cross-sectional analysis of 292 students and a longitudinal follow-up with 98 participants over two intervals. Results: Results confirmed significant correlations between ego identity status and various dimensions of goal self-concordance. Notably, different ego identity statuses exhibited distinct levels of goal self-concordance, ranked from highest to lowest as follows: identity achievement, achievement-foreclosure intermediate, moratorium, foreclosure, moratorium-diffusion intermediate, and diffusion. Cross-lagged analysis revealed a causal relationship where ego identity influences goal self-concordance, providing insights into the cognitive and behavioral processes involved in goal setting. Discussion: This study extends the implications of the goal self-concordance model and reveals a causal relationship between ego identity status and goal self-concordance. From a practical perspective, our findings suggest that educational and developmental interventions aimed at supporting identity development and commitment could lead to more self-concordant goal setting. Such programs could ultimately promote greater well-being and personal growth among students. [ABSTRACT FROM AUTHOR]

Meaning in life is the process in which individuals make sense of their lived experiences and the world around them. In adolescence, youth face developmental challenges and stressors that can threaten their well-being. Knowledge of the mechanisms and contributors to protective factors, such as meaning in life, can enhance counselors’ and school counselors’ delivery of services to adolescents and support their optimal growth. In this study, we conducted multiple regression analyses to examine the relationship between participants’ meaning in life, emotional intelligence, and personal growth initiative in a youth sample (n = 203). Our findings indicated that meaning in life was related to students’ personal growth initiative and emotional intelligence. Specifically, we identified that meaning in life predicted personal growth initiative and emotional intelligence for participants in this study. Based on our findings, we offer practical implications for school counselors and counselors working with youth. Implications for research are also provided. [ABSTRACT FROM AUTHOR]