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Do Mindsets Shape Students’ Well-Being and Performance?
The Journal of Psychology
Abstract
“Mindsets (or implicit theories) are people’s lay beliefs about the nature of human attributes, such as intelligence or personality”. Individuals with a fixed mindset believe that intelligence is an unchangeable trait, whereas those with a growth mindset think of it as a malleable quality that can be increased and developed. This study explored the relationships among growth mindset, wellbeing, and performance in a sample of 1,240 students from a multi-campus private university located in 18 states across Mexico. Our results indicated that individuals who scored high in growth (vs. fixed) mindset showed increased levels of wellbeing and also performed better in school. Furthermore, we found that wellbeing mediated the relationship between growth mindset and performance and that the effect of growth mindset on grades was higher among younger students. These findings have interesting implications for psychology and education.
... Moreover, a growth mindset not only influences academic engagement but also affects psychological well-being being [13]. Students with a growth mindset are able to navigate the complexities of their academic journey by framing challenges and failures as constructive feedback, which is crucial in directing their efforts and strategies in the future. ...
... This means that students who believe that abilities can be altered and developed tend to feel happier and function better in areas such as life satisfaction, selfesteem, and having a purpose in life [30]. These findings are consistent with previous research which showed that students with a growth mindset score higher on all aspects of psychological well-being compared to those with a fixed mindset, who score lower on almost all aspects of psychological well-being [13,14]. Furthermore, these findings also reinforce results from other researchers that indicate that students with higher growth mindset scores exhibit higher levels of well-being than those with a fixed mindset [13]. ...
... These findings are consistent with previous research which showed that students with a growth mindset score higher on all aspects of psychological well-being compared to those with a fixed mindset, who score lower on almost all aspects of psychological well-being [13,14]. Furthermore, these findings also reinforce results from other researchers that indicate that students with higher growth mindset scores exhibit higher levels of well-being than those with a fixed mindset [13]. ...
This research investigates the effects of growth mindset and academic buoyancy on academic engagement and psychological well-being. The study involved 314 psychology students (220 females and 94 males) from a private university in Malang, Indonesia, who were selected through stratified random sampling. The research instruments utilized were the growth mindset inventory, academic buoyancy scales, Utrecht work engagement scale, and flourishing scale. Data were analyzed using structural equation modeling (SEM). The results reveal that a growth mindset significantly impacts academic engagement, psychological well-being, and academic buoyancy. Furthermore, academic buoyancy has a considerable influence on both academic engagement and psychological well-being. Importantly, academic buoyancy was identified as a significant mediator of the effects of growth mindset on academic engagement and psychological well-being. These findings have notable implications for the fields of psychology and education. However, future studies employing longitudinal or experimental approaches and incorporating diverse data sources are needed to further elucidate these relationships. Keywords: academic buoyancy, engagement, growth mindset, psychological wellbeing
... Las personas con una mentalidad de crecimiento, frente a las personas con una mentalidad fija, sostienen la creencia de que los atributos son maleables y se fortalecen con el tiempo, por lo que su forma de abordar las tareas, interpretar su propio desempeño y ajustar sus comportamientos les ayudan a hacer frente a las demandas del entorno (Alvarado et al., 2019;Burnette et al., 2013;Claro et al., 2016;Clifton, 2020;Dijkhuizen et al., 2018;Dweck, 2016;Dweck y Yeager, 2019;Lee et al., 2019;Yeager et al., 2019;Ryff, 2013). Debido a que las personas con mentalidad de crecimiento suelen tener un mejor manejo del estrés y de las demandas 161 del entorno, sus niveles de bienestar suelen ser mayores a aquellos que presentan una mentalidad fija (Boren, 2010;Keyes et al., 2002;Ngah y Salleh, 2015). ...
... Dado que la mentalidad de crecimiento está relacionada con el bienestar psicológico (Alvarado et al., 2019;Whittington et al., 2017;Zeng et al., 2016Zeng et al., , 2019, permite una eficaz toma de decisiones y moldea la forma en que enfrentan los desafíos (Dijkhuizen et al., 2018;Lee et al., 2019;Núñez et al., 2018;Pollack et al., 2012;Rodríguez, 2015;Ryff, 2013;Varela et al., 2020); el presente estudio tiene el objetivo de establecer la relación existente entre el tipo de mentalidad y el bienestar psicológico en una muestra de estudiantes emprendedores de la Universidad del Norte (Dijkhuizen et al., 2018;Lee et al., 2019;Ryff, 2013). En este orden de ideas, se plantearon las siguientes hipótesis de trabajo teniendo en cuenta la literatura existente: ...
... De esta manera, la mentalidad de crecimiento se presentaría como un factor protector sobre el bienestar de los individuos en la medida que fomenta la resiliencia y los deseos de crecimiento personal (Alvarado et al., 2019;Dweck y Legget, 1988;Harris y Tadros, 2021;Whittington et al., 2017;Zeng et al., 2016Zeng et al., , 2019. ...
En el dinámico escenario de la investigación académica en Colombia, los semilleros de investigación han emergido como motores incansables de descubrimiento y desarrollo científico. Estas comunidades de jóvenes investigadores; apasionados por explorar y descubrir los misterios del conocimiento en el campo de la Psicología de las Organizaciones y del Trabajo, se han convertido en pilares fundamentales para el avance de la ciencia en general y la generación de soluciones a los desafíos que nuestra sociedad y las organizaciones enfrentan. En este libro, Aportes y experiencias en investigación de los semilleros de investigación del Nodo POT en Colombia, se presentan los avances y contribuciones al crecimiento de la carrera académica en nuestro país de estudiantes, profesionales y profesores de diversas universidades y programas de psicología.
... Positive correlation between mindset and wellbeing has been suggested. In previous studies, interventions to develop a GM have proven successful in increasing the wellbeing of individuals in an academic context [7], [8]. A GM has also been suggested as having a positive impact in projects, addressing the challenges of dealing with uncertainty [9] and setbacks [10] and the need to show a disposition to learn [11], which are traits favourable to excelling as a project professional. ...
... Mindset has proven to be key in determining not just how an individual behaves but also by having an impact on the level of happiness achieved in educational and learning settings [23], [7]. A few studies have explored the links between mindset and psychological wellbeing [7], [8]. Finally, a GM seems to be a relevant factor for the prediction of wellbeing and resilience and the disposition to learn [11]. ...
... This research is based on previous studies showing a correlation between a GM and wellbeing [7], [8], [26]. Consequently, the research approach chosen was Deductive, which assumes that a clear theoretical position is developed before the collection of data. ...
... However, there is a dearth of data regarding the effects of a growth mindset on learning subjective well-being of high school students. The "other" aspects, such as family and school environments (Goswami, 2012;Lampropoulou, 2018), parents and their parenting styles (Li R. et al., 2020), learning and academic performance (Liu and Zhang, 2006), as well as the personality and emotional experiences (Ortiz Alvarado et al., 2019), are the main focus of current research on the learning subjective well-being of high school students, with less attention paid to the growth mindset of high school students (King and Trinidad, 2021). Furthermore, drawing from existing research evidence and theories, achievement motivation and grit may serve as potential mediating mechanisms between a growth mindset and learning subjective well-being Zhao et al., 2022). ...
... However, there is currently relatively little research on the relationship between a growth mindset and learning subjective well-being among high school students. Research has found that individuals with higher levels of a growth mindset tend to have stronger subjective well-being (Ortiz Alvarado et al., 2019;Liu et al., 2021). Therefore, it can be speculated that learning subjective well-being, a specific manifestation of subjective well-being in the context of learning (Wang and Han, 2018), may also be influenced by a growth mindset. ...
... Consistent with our first hypothesis, the results of this study indicated that a growth mindset positively predicted high school students' learning subjective well-being. This finding aligns with previous studies (Ortiz Alvarado et al., 2019;Liu et al., 2021), suggesting that a growth mindset has a beneficial impact on subjective well-being. Specifically, our study further focuses on subjective wellbeing in the specific domain of learning, rather than the more general subjective well-being that most studies explore. ...
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 well-being of high school students. However, research on the mechanism by which a growth mindset affects learning subjective well-being is still relatively limited. Therefore, the study aims to investigate the impact of a growth mindset on the learning subjective well-being of high school students, as well as the role that achievement motivation and grit play as serial mediators in this relationship.
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.
... Mindset plays a significant role in determining not only an individual's behaviors but also their degree of happiness and success in life (Dweck, 2006). Previous studies have shown that the growth mindset could lead to subjective well-being (Ortiz Alvarado et al., 2019;Zeng et al., 2016). People with a fixed mindset are prone to failure because they want to avoid situations that could compromise their intelligence, while people with a growth mindset especially enjoy challenges and select activities that could help them improve (Zeng et al., 2016). ...
... The above discussions indicated that perceived social support was related to the growth mindset (Chen et al., 2023;Ma et al., 2020), and subjective wellbeing was linked to e-learning engagement (Datu & King, 2018;Yang et al., 2021). Previous studies also found that the growth mindset was positively related to subjective wellbeing (Ortiz Alvarado et al., 2019;Zeng et al., 2016). ...
... Evidence reveals that students' academic achievement is not just based on their skills or abilities, but more on how they cope with failure and uncertainty (i.e., growth mindset) by attributing success or failure to effort or to lack of effort (Ortiz Alvarado et al., 2019;Yeager et al., 2014). Under the influence of Confucianism, Chinese college students are particularly focused on self-cultivation and personal growth through endeavors (Lan et al., 2019). ...
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.
... However, snapshots of happiness alone do not paint a full picture of a student's well-being. Comprehensive evaluations of SWB must also delve into deeper psychological dimensions, like mastery, purpose, accomplishment, self-acceptance, and self-confidence (Oreopoulos et al., 2020;Ortiz Alvarado et al., 2019;Ryff, 1989;Wingert et al., 2022). ...
... Distress regarding career alignment is common, particularly in specialized courses. Therefore, how students perceive the alignment of their studies with career goals, and their engagement level in their courses, become significant markers of SWB (Demirli et al., 2015;Drake et al., 2017;Howell & Buro, 2015;Leffel et al., 2018;Ortiz Alvarado et al., 2019;Smith et al., 2021). ...
... Central to the discourse on SWB are its far-reaching outcomes. At the individual student level, a heightened sense of SWB has a direct correlation with improved academic performance (Bailey & Phillips, 2016;Ortiz Alvarado et al., 2019). When students are well-supported, motivated, and mentally healthy, they are more equipped to excel academically. ...
Student well-being (SWB) encompasses the physical, psychological, and social wellness of students , aspects increasingly at risk in the high-pressure environment of higher education. Marked by intense workloads, unmet expectations, and uncertainties around degree completion and employment, the higher education sector faces a growing challenge in maintaining and enhancing SWB. Current instruments for assessing SWB are limited in scope, failing to capture its multi-faceted nature comprehensively. Addressing this gap, our research adopts a rigorous multi-study, multi-method, and multi-sample approach to develop and validate a multi-dimensional scale that effectively captures the nuances of SWB. This process encompassed five methodical stages: scale generation, scale purification, scale refinement, scale validation, and scale generalizability. The resulting SWB scale, encompassing five key dimensions-academic well-being, financial well-being, physical well-being, psychological resilience well-being, and relational well-being-provides a sophisticated tool for measuring and improving SWB in higher education contexts. Crucially, this paper extends beyond the scale development to explore the profound implications of this research for management education. By integrating SWB into management curricula and institutional cultures, this study underscores the potential for higher education to significantly contribute to Sustainable Development Goal 3: Good Health and Well-being. It highlights how nurturing SWB in management education can foster more resilient, empathetic, and socially responsible future leaders, addressing a critical need in contemporary business environments and society at large.
... By doing so, the dominant mindset for each student was calculated. This methodology has been utilized by previous research (Alvarado et al., 2019). Also, this questionnaire was proposed to be unaffected by social desirability, intellectual ability, political beliefs, or self-presentation concerns (De Castella & Byrne, 2015). ...
... To calculate students dominant mindset, scores on the fixed mindset measure were subtracted from the scores of growth mindset. While this approach has been utilized in previous research (Alvarado et al., 2019), it may have oversimplified their relation wherein individuals can hold both growth and fixed minset. Moreover, future research could extend the work here to incorporate other mindsets such as falsegrowth mindset and decremental mindset (Lou et al., 2017). ...
One’s belief about intelligence (e.g., whether intelligence is malleable or fixed) impacts academic outcomes such as academic engagement. To examine exactly how this could take place, it is worth addressing the features of the academic setting, such as many opportunities to compare oneself with other students. Indeed, social comparison may affect the relation between belief in intelligence and academic engagement. We hypothesized that the belief that intelligence is malleable (i.e., growth mindset) would be positively associated with students’ academic engagement through social comparisons that are linked to comforting conclusions, while the belief that intelligence is fixed (i.e., fixed mindset) would be negatively associated with students’ academic engagement through social comparisons that are linked to threatening conclusions. The results demonstrated that growth mindset was positively associated with upward identification, one type of comforting social comparison, which was in turn positively associated with academic engagement. On the other hand, fixed mindset was positively associated with threatening social comparison. Based on the results, the relation between intelligence beliefs, social comparison types, and academic engagement are discussed.
... Supporting the idea that espousing a growth mindset is conducive to mental health in general [42], we found that growth mindset is associated with adults' lower levels of depression, higher well-being, and greater likelihood of adjustment of their daily tasks amid the pandemic. This finding adds to the extant evidence that growth mindset relates to better mental health [17] and coping when facing challenges, beyond its documented benefits on academic achievement [15,24]. ...
... Second, we only assessed growth mindset as traditionally defined (i.e., beliefs about the malleability of intellectual abilities). Although extant literature suggests that growth mindset about intelligence is related to mental health [17,18], there can be other domain-specific beliefs, such as mindsets of emotions [42,48] or perceived capability of emotion regulation or coping [49], that may be more closely related to mental health. Hence, future research evaluating the role of emotion-or mental health-related or beliefs in mental health may be beneficial. ...
Growth mindset, the belief that abilities and attributes are changeable, has been implicated in better mental health and health behaviors and may be especially critical during challenging life events. One goal of this prospective longitudinal study was to investigate the role of growth mindset in adults’ mental health (i.e., depression, well-being, and adjustment of daily routines) over two years of the COVID-19 pandemic. We also examined this relationship in older adults who had participated in a prior learning intervention including growth mindset training (compared with those who had not). Adults ages 19 to 89 from ethnically diverse backgrounds in Southern California (n = 454) were surveyed at three timepoints between June 2020 and September 2022. In Study 1 focusing on this wide age range (n = 393), we found that growth mindset was associated with lower levels of depression and higher levels of well-being and adjustment, after accounting for various sociodemographic factors. Study 2, which focused on older adults (n = 174), largely replicated the findings from Study 1. Furthermore, the conducive effect of growth mindset on well-being was marginally greater among those who had participated in the intervention, and those who had participated in the intervention showed an increase in well-being over time, while well-being scores decreased in the control group. Together, our findings suggest that growth mindset may be an important protective factor for mental health during challenging times.
... Meanwhile, students with a growth mindset also tend to have higher aspirations and to pursue challenges and develop their abilities in response, and this makes them more likely to achieve academic success (Miller & Srougi, 2021;Liu et al., 2018). There is also evidence supporting a link between growth mindset and superior academic performance from primary school to university level in various subjects (Alvarado et al., 2019;Claro et al., 2016;Liu et al., 2018;Lurie et al., 2022;Wang et al., 2022). Lurie et al. (2022) found that a lower growth mindset was associated with poorer academic performance and significant symptoms of both anxiety and depression in young people, and Alvarado et al. (2019) found a positive correlation between growth mindset and academic performance at university, with well-being as a mediator. ...
... There is also evidence supporting a link between growth mindset and superior academic performance from primary school to university level in various subjects (Alvarado et al., 2019;Claro et al., 2016;Liu et al., 2018;Lurie et al., 2022;Wang et al., 2022). Lurie et al. (2022) found that a lower growth mindset was associated with poorer academic performance and significant symptoms of both anxiety and depression in young people, and Alvarado et al. (2019) found a positive correlation between growth mindset and academic performance at university, with well-being as a mediator. Furthermore, Claro et al. (2016) found that individuals from lower-income families who had a growth mindset tended to achieve excellent grades in mathematics and language skills, which could even help them to overcome some of the negative academic effects of poverty. ...
The negative effects of media multitasking have been addressed in previous studies, and the widespread adoption of online learning to control the outbreak of COVID-19 has further increased concerns about the media use, especially media multitasking, among adolescent students. However, very few studies have explored the protective factors against the potential negative effects of media multitasking. This study surveyed 465 secondary school students (246 girls; mean age = 15.03) with a paper-based questionnaire containing scales for media multitasking, mindfulness attention awareness, growth mindset, self-control and overall academic performance. The path analysis results showed that media multitasking negatively affected academic performance. Mindfulness and growth mindset influenced media multitasking not only directly but also indirectly, through self-control. Mindfulness and growth mindset also indirectly influenced academic performance through three mechanisms: the mediation of self-control, the mediation of media multitasking and the sequential mediation of self-control and media multitasking. The findings of this study support mindfulness and growth mindset as protective factors for media multitasking and its negative effects on academic performance, and they further indicate that self-control plays an important role in the influencing mechanisms. The implications of the study are also discussed.
... An intervention study conducted nationwide on academically under performing ninth-grade students in the United States also demonstrated that even short-term (less than one hour) online training in a growth mindset significantly improved students' academic performance and overall college enrollment rates [53]. This indicates that individuals with a growth mindset, whether adolescents or adults, tend to perform better in academic performance [56], cognitive functioning [57], and subjective well-being [58]. As previously mentioned [50], when the content of upward comparison is something that the individual values, such upward comparison can stimulate the individual's behavioral motivation and exert a facilitating effect. ...
... This finding partially supports hypothesis 5. These results are consistent with previous findings regarding the promotion of learning through growth mindset [56]. While the results of this study also indicate the moderating role of growth mindset in upward comparison, the direction of this moderation differs slightly from previous research findings [52]. ...
To investigate the mechanisms and boundary conditions of social media upward comparison on adolescents’ learning engagement, this study utilized two separate approaches. In research 1, a convenience sampling method was employed to conduct a questionnaire survey among 609 adolescents. The aim was to explore the influence of social media’s upward comparative tendency on learning engagement. In research 2, real social media platforms were utilized to select short videos as experimental materials. These materials were used to manipulate instantaneous social media upward comparison and examine its impact on learning engagement. The research 1’s result indicated that the mediating effect of the sense of agency was significant, as well as the moderating effect of growth mindset. However, the mediating effect of positive-negative emotions was found to be insignificant.Regarding instantaneous social media upward comparison and learning engagement, positive and negative emotions were found to play a complete mediating role. However, the mediating role of agency and the moderating role of growth mindset were not significant.This study offers practical insights for educators, enabling them to develop a correct understanding and effectively regulate adolescents’ use of social media.
... In a nutshell, "Mindsets (or implicit theories) are people's lay beliefs about the nature of human attributes, such as intelligence or personality" (Ortiz et. al., 2019). People with a fixed mindset assume that intelligence is a trait that cannot be changed, whereas those with a growth mindset believe it is an amenable quality that can be enhanced and created. And growth mindset has a positive impact on the motivation of students which leads them to perform better in their academics. Thus the present ai ...
... The mindset theory influences an individual's performance, well-being, and cognitions (Ortiz et. al., 2019). People having a growth mindset are more likely to accept challenges, face setbacks persistently and make more efforts to achieve high in their lives thus contributing to higher academic performances. Adopting a growth mindset can promote a positive outlook on challenges which will increase resilience and a sense of achievement in stude ...
The present survey study explores the mediating role of metacognitive learning in the relationship of growth mindset, subjective well-being, and academic achievement. The sample consists of 407 male and female students of the undergraduate degree program at a private university in Pakistan. The data collection tools were the Growth Mindset Scale (Dweck, 1999, 2006), the subscale of Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich & Groot, 1990), the BBC subjective well-being scale (Pontin et al. 2013), and the Academic Performance Questionnaire (Birchmeier et al. 2015). The AMOS statistical analysis suggested that metacognitive learning strategies mediate the relationship of a growth mindset and subjective well-being with academic achievement. Furthermore, the result has suggested a direct relationship between Growth mindset and academic achievement, also there is a positive relationship between Growth mindset and Subjective Well-being. Overall, this study reinforces the idea that having a growth mindset has a positive impact on one's overall sense of well-being. The present study highlighted the importance of metacognitive strategies in enhancing academic performance thus making it necessary to create an environment in academia where students can embrace a growth mindset which will ultimately increase their well-being and emotional health.
... Furthermore, although a person's mindset is thought to be relatively consistent over time [1], research suggests that it can be changed through longer-term interventions (e.g., [2,3]) or even with a single laboratory-based task (e.g., [4]). Much of this early research focused on mindset as a tool to achieve a positive impact on task performance in particular contexts such as education or athletics [5]. This was precisely the purpose of the original research on the malleability of personal attributes, conducted by Carol Dweck [6], where changing a mindset from fixed to growth was a tool to boost academic achievement. ...
... Interestingly, within the military population, it is again a mindset of personality that makes the significant contribution, not intelligence. With regards to wellbeing, this differs significantly from the academic focused research where engagement and achievement is associated with a growth mindset of intelligence and, subsequently, with increased levels of wellbeing [5]. This is likely to do with the perception of valuable attributes within a military population. ...
... An intelligence mindset indicates beliefs about the malleability of intelligence and can be categorized as a growth mindset or fixed mindset (Blackwell et al., 2007;Dweck, 2006;Haimovitz et al., 2011). Abundant evidence has shown that individuals with a growth mindset are happier and more resilient and have better academic achievement than those with a fixed mindset (Gál et al., 2021;Haimovitz & Dweck, 2017;Ortiz Alvarado et al., 2019;Yeager et al., 2019). Therefore, investigating the influencing factors and mechanisms of intelligence mindset has become an active domain in psychology and education. ...
... In recent years, researchers have repeatedly found that children's intelligence mindset has a significant influence on their academic motivation and performance (Dweck, 2006;Haimovitz & Dweck, 2017;Lee et al., 2018;Ortiz Alvarado et al., 2019). For example, Blackwell et al. (2007) showed that while students who think their intelligence can be developed through hard work and good instruction (i.e., a growth mindset) exhibit an upward trajectory in academia over two years, students who think their intelligence is fixed and cannot be developed (i. ...
Children's intelligence mindset plays an important role in their happiness and academic development. Several researchers have revealed the influence of parents' failure mindset on their children's intelligence mindset. This study examined this influence in Chinese culture and proposed that parents' academic trust is a mediator in the relationship between parents' failure mindset and children's intelligence mindset. In Study 1, 311 children (grades from 5 to 7; 171 were girls) and one of their parents provided their corresponding evaluations. Bootstrap analysis results demonstrated the effect of parents' failure mindset on children's intelligence mindset and the mediating role of parents' academic trust. In Study 2, 298 children (grades 5 and 6; 151 were girls) reported on their intelligence mindset and perceptions of their parents' failure mindset and academic trust. These results validated those of Study 1 and revealed that children's perceptions of their parents' beliefs exhibited the same effects as parents' self-evaluated beliefs. Therefore, we have found that parents with a failure-is-enhancing view are more likely to trust their children's academic potential and that these children thus develop a growth intelligence mindset. Public significance statement Because of the influences of intelligence mindset on children's development, improving children's growth mindset has become one of the most important concerns of parents. This study demonstrated the impact of parents' failure mindset on children's intelligence mindset in Chinese adolescents and provided a new interpretation for this effect, i. e., parents' academic trust in their children as a mediator. It thus has substantial implications for family education and rearing.
... Aside from testing this hypothesized model, we also tested an alternative model with growth mindset as the predictor, engagement as the mediator, and well-being is the outcome. Some studies have also shown that well-being could also be seen as an outcome of having high levels of engagement (Datu & King, 2018;Yi, Tian, & Huebner, 2020;Zhu, Tian, Zhou, & Huebner, 2019) and having a growth mind-set (King, 2012(King, , 2017Ortiz Alvarado, Rodríguez Ontiveros, & Ayala Gaytán, 2019;Zeng, Hou, & Peng, 2016). ...
... Regarding the relationship between growth mind-set and subjective well-being, past literature has suggested that individuals with a growth mind-set experience more positive and less negative emotions even in the face of adversities whereas those with a fixed mind-set tend to experience more negative and less positive emotions. Our study corroborates these past findings (Dweck, 1999;King, 2017;Ortiz Alvarado, Rodríguez Ontiveros, & Ayala Gaytán, 2019). This positive association between a growth mind-set and subjective well-being could possibly be explained by the use of more adaptive strategies, success in the academic domain, and more positive interpretive frameworks being activated in the face of challenges (Blackwell, Trzesniewski, & Dweck, 2007;Dweck & Leggett, 1988;King, 2017). ...
Research Findings: Previous studies have found that a growth mind-set was associated with optimal learning and well-being outcomes. However, much of this research has been conducted among adolescents and young adults. Relatively little is known as to whether these associations also apply to young children. The present study aimed to examine whether mind-sets are associated with school engagement and subjective well-being in the early childhood context (i.e. first-grade students). A total of 402 Hong Kong first-grade students (219 boys and 183 girls; mean age = 6.69) were recruited. Self-reported questionnaires were administered to assess students’ growth mind-set, engagement, and subjective well-being. Structural equation modeling was used to analyze the data. Results indicated that students who endorsed a growth mind-set were more likely to report higher levels of engagement and subjective well-being. Practice or Policy: Our study demonstrates the importance of growth mind-set for optimal functioning among young children. Growth mind-set may need to be nurtured in the early childhood context as a potential pathway to improving students’ academic engagement and subjective well-being.
... Fixed mindsets negatively affect well-being through increased negative affect [107]. Furthermore, individuals with a growth mindset show increased well-being and resilience [108,109]. However, there is no current research on the mindset or resilience of breeding staff. ...
Background: Staff shortages in the horseracing industry may impact horse and staff well-being. Working conditions such as a high workload, and poor work-life balance are found to influence staff retention. Thoroughbred breeders and staff work long hours with limited job control. However, there is a dearth of research examining breeding staff well-being. Aims: This article aims to explore associations between working conditions and well-being in thoroughbred horse breeders and stud farm staff. Materials and methods: A search of studies published up to January 2025 and available in PubMed, Scopus, and PsycINFO was performed and is reported in line with PRISMA-S. Included articles were deductively coded into predetermined themes using the PERMA+4 framework for work-related well-being (positive emotions, engagement, relationships, meaning, accomplishment, physical health, work environment, mindset, and economic security). Results: A total of 21 studies were included for narrative analysis spanning the United States, United Kingdom, Australia, and Ireland. Results suggest that physical and psychosocial working conditions on stud farms may negatively impact staff well-being and retention through poor work-life balance, employee relations, and training and progression opportunities. Well-being may be influenced through the PERMA+4 dimensions of relationships, accomplishment, physical health, and work environment. Conclusion: This review demonstrates that the PERMA+4 model may be used as a theoretical framework to understand associations between working conditions and well-being in thoroughbred breeding work. Further research on the application of positive organizational psychology in this sector may increase understanding of and enhance staff well-being and retention.
... Cognitivism posits that cognition plays a crucial role in shaping behavior, and mindset theories, as a conceptual framework, can influence an individual's emotional expression and cognitive decision-making processes, thereby guiding them towards different predictions and choices. Dweck (1986) introduced mindset theories in 1986, and over the past three decades, these theories have been extensively utilized in research concerning interventions and the impact on academic performance and mental well-being (Ortiz Alvarado, Rodríguez Ontiveros, and Ayala Gaytán, 2019;Chen et al., 2022;Malespina, Schunn, and Singh, 2022;Verberg et al., 2022). Chinese researchers have recently begun investigating mindsets, focusing primarily on their effects on subjective well-being (Zhou and Ning, 2022), grit (Zhao et al., 2022), and health (Tao Yu et al., 2022). ...
Anxiety poses a significant public health challenge in China, particularly impacting college students as evidenced by rising rates of anxiety disorders. This often accompanies depression, resulting in various complications. The current study investigates the impact of positive psychology methods on enhancing individual emotional well-being, particularly focusing on the internal mechanisms through which individual mindsets influence anxiety level. Utilizing a purposive sampling technique, 465 college students from Shaanxi Province, China were selected as participants. The research employed the Dweck Mindsets Scale, Emotion Regulation Scale, and Anxiety Scale to examine the relationship between mindsets and anxiety, constructing a structural equation model to test the research hypothesis. Results reveal a negative direct correlation between growth mindset and anxiety, cognitive reappraisal strategies and anxiety, as well as a positive direct association between expressive suppression strategies and anxiety. Furthermore, the study demonstrates that growth mindset impacts anxiety indirectly through cognitive reappraisal and expressive suppression emotional regulation strategies. These findings contribute to a deeper comprehension of the intrinsic connection between mindsets and emotional well-being, elucidating the mediating function of various emotion regulation strategies in mindset and anxiety. The implications suggest that educators and administrators in universities should actively foster a growth mindset among college students to enhance their emotional well-being and academic success.
... Adolescents with a growth mindset believe that intelligence is moldable and constantly changing (Zeng et al., 2016). Young people with a developmental mindset tend to see failure as an opportunity to learn and challenges as something that makes them stronger (Ortiz Alvarado et al., 2019). Resilience refers to encountering changes, challenges, and setbacks; persistence, responsive coping and recovery after disappointment, adversity, or adversity, and making it return to a reasonable level of happiness (Noble and McGrath, 2012). ...
Introduction
The impact of a growth mindset and resilience on boarding middle school adolescents has received increasing attention from scholars. Nevertheless, research on how to intervene in the growth mindset, and resilience of boarding school adolescents needs further verification. The purpose of this study is to explore whether positive education intervention based on the PERMA (positive emotions, engagement, relationships, meaning, and achievement) model will help Chinese boarding middle school adolescents improve their growth mindset and resilience.
Methods
This study is a randomized controlled trial with both a control group and an experimental group, including pre-tests and post-tests. The study subjects were 167 adolescents, including 84 (n1 = 84) adolescents in the experimental group and 83 (n2 = 83) adolescents in the control group.
Results
The results showed that adolescents under the intervention condition reported significantly improved growth mindset and resilience.
Discussion
Compared with the control group, resilience significantly increased. These findings indicate that positive educational intervention is a promising approach to improve boarding adolescents ‘growth mindset and resilience.
... Another study found that the more teachers believed that schools were meritocratic (i.e., the more they ignored the external barriers facing some students), the less they supported inclusive classroom practices (Khamzina et al., 2021). Similarly, teachers who recognized systemic injustice and acknowledged the external barriers facing marginalized students were more likely to view their students' abilities as malleable and capable of growth (i.e., a "growth mindset," Rissanen & Kuusisto, 2023), which has been widely shown to color students' own views (Mesler et al., 2021;Yu et al., 2022) and, in turn, boost student achievement and wellbeing (Claro et al., 2016;Ortiz Alvarado et al., 2019;Yeager et al., 2019). ...
People may attribute social phenomena to either internal causes (e.g., people's ability, intelligence, effort, or personality) or external causes (e.g., people's circumstances, access to opportunities, treatment by others). In this review, we focus on external attributions, which have been widely characterized as positive because they help people view marginalized groups and rejected individuals sympathetically. We argue, however, that there exists an important actor‐observer distinction in the consequences of external attributions, giving them the potential to yield both positive and negative consequences: When observers attribute others' setbacks or rejections to external causes, this may help them adopt a sympathetic view. However, when actors attribute their own setbacks or rejections to external causes, this view may harm their mental wellbeing, motivation, or self‐concept. We identify this actor‐observer distinction in three domains: social disparities, social rejection, and academic setbacks. Finally, we discuss some implications of this actor‐observer difference and directions for future research.
... Mindsets are people's lay beliefs about the nature of human attributes, such as intelligence or personality (Dweck, 2000(Dweck, , 2006(Dweck, , 2012Dweck & Leggett, 1988). Mindsets shape motivations and human behavior (Rucker & Galinsky, 2016) by determining the level of happiness and success in life that people can achieve (Dweck, 2006;Kern et al., 2015;Ortiz Alvarado et al., 2019;Zeng et al., 2016). Two key mindsets are growth and fixed mindsets; individuals with a fixed mindset believe that intelligence is an unchangeable trait whereas those with a growth mindset think of it as a malleable quality that can be increased and developed through effort and practice (Blackwell et al., 2007;Yeager & Dweck, 2012). ...
Evidence suggests that fixed and growth mindsets shape human behavior (Rucker & Galinsky, Journal of Consumer Psychology, 2016;26(1):161–164); however, empirical research on mindsets is highly sensitive in terms of how they are measured. This article addresses specific limitations in measuring growth and fixed mindsets using existing scales, especially Dweck's (Self‐theories: Their role in motivation, personality, and development, 2000) scale, which is the most recognized and commonly used instrument in this area. The main contribution of the article is that it develops an alternative scale that addresses these potential limitations; specifically, the proposed scale (1) measures the fixed and growth mindsets as independent constructs (note that We refer to “independence” among constructs (fixed and growth), considering that they are not just two opposite constructs of the same continuum, but different constructs. Thus, we included items for each one to capture the properties of each construct while avoiding the use of the same items in reverse coding), (2) does not use reverse coding, and (3) comprises four dimensions including important variables that should be considered when measuring mindsets: intelligence beliefs, practice and effort, challenges, and multiple intelligence. To this end, we employed a multi‐method approach by combining qualitative research with the exploratory and confirmatory factor analysis of a survey database to arrive at a 25‐item scale of growth and fixed mindsets. The scale, denoted as the Multidimensional Mindset Scale (MUMIS), satisfies reliability, convergent, divergent, and nomological validity tests. MUMIS opens new avenues to explore the understanding of the effects of specific intelligence beliefs, practice and effort, challenges, and multiple intelligence in fields like consumer behavior, education, psychology, and well‐being.
... For example, a study with high school students showed that a growth mindset of intelligence intervention improved academic performance (Thompson, 2020). Among college students, the belief in malleable intelligence has shown to increase overall wellbeing and academic performance (Ortiz Alvarado et al., 2019). In 2017, an online growth mindset of intelligence intervention also showed an increase in academic achievement in impoverished adolescents (Burnette et al., 2017). ...
Evidence-based single session interventions (SSI) that promote growth mindset have been shown to be associated with improved mental health, particularly in adolescents. Youth in Lebanon suffer from alarmingly high rates of mental illness combined with lack of availability of mental health services and a stigma for seeking help. The present study investigated the effects of a growth mindset of personality SSI on mental health of children and adolescents in Lebanon with most identifying as Syrian refugees. We hypothesized that participation in the growth mindset SSI would lead to a decrease in hopelessness and self-hate and an increase in hope, agency, and perceived control, from pre- to postintervention using a within-subject research design. The intervention was translated into formal Arabic, adapted to the culture, and administered online at a school and a youth center. Within group effect sizes calculations show that the intervention was associated with a decrease in hopelessness (dav = 0.36, 95% CI [0.11, 0.61]; dz = 0.48, 95% CI [0.22, 0.73]) and self-hate (dav = 0.37, 95% CI [0.09, 0.64]; dz = 0.57, 95% CI [0.28, 0.85]) and an increase in perceived control (dav = 0.36, 95% CI [0.10, 0.61]; dz = 0.50, 95% CI [0.24, 0.76]). These changes from pre- to postintervention were significant with small to moderate effect sizes. This study provided the first evidence in the Arab world of the cultural acceptability and feasibility as well as the mental health benefits of a cost-free, Arabic growth mindset SSI.
... The close connection between students' well-being and their academic success (Dodd et al., 2021;Cárdenas et al., 2022) has encouraged many academics and scholars around the world to scrutinize the positive and negative predictors of student well-being. Many researchers to date (e.g., Zeng et al., 2016;Guerra-Bustamante et al., 2019;Ortiz Alvarado et al., 2019;Kulcar et al., 2023) have inspected students' personal characteristics to find out their favorable and unfavorable impacts on their subjective or psychological well-being. By the same token, several researchers (e.g., Shoshani and Eldor, 2016;Nguyen et al., 2021;Samsen-Bronsveld et al., 2023) have studied various environmental or situational factors in relation to students' well-being. ...
Introduction
Students in any academic setting typically encounter a wide range of academic problems and challenges, which may endanger their mental health. Since the mental health or well-being of students directly affects their classroom performance, factors helping students overcome their academic challenges need to be widely researched. Considering this, extensive research has been carried out to uncover the personal and situational factors that help students solve their academic problems and improve their well-being. Moreover, due to the invaluable role of teachers in students’ mental conditions, several investigations to date have assessed the impact of teacher communicative behaviors on student well-being.
Methods
To pursue this line of inquiry, the current research assessed the role of teacher support and teacher care in fostering Chinese students’ well-being. To do this, three self-report questionnaires were distributed to 338 undergraduate students. Then, Pearson product–moment and linear regression were performed through IBM SPSS Amos (Version 26) to analyze students’ answers to the self-report questionnaires.
Results
The analysis outcomes divulged a series of strong and positive connections between teacher support, teacher care, and student well-being. The results also showed that teacher support and teacher care can significantly contribute to Chinese students’ well-being.
Implications
Teachers and teacher educators may find these outcomes useful and informative.
... No new independent variables were added for studies 3 or 4. The dependent variables were performance in math and reading (both continuous), respectively. Past research has shown that students with a growth mindset outperform students with a fixed mindset (Stipek & Gralinski, 1996;Blackwell et al., 2007;Romero et al., 2014;Alvarado et al., 2019); while other research has failed to replicate this finding (Li & Bates, 2019;Bahník & Vranka, 2017). Studies 3 and 4 support the finding that a decrease in fixed mindset significantly predicted higher academic performance in both math and reading. ...
... 2017), and that viewing failure as a learning opportunity rather than a catastrophe can enhance one's overall well-beingOrtiz et al. 2019). Indeed, youth changemakers embrace effort, learning, and experimentation. ...
... Individuals who reported heightened feelings of stress before the task and expressed disappointment with their performance midway through the assignments, were also the ones who generally performed at a lower level on the tasks. As demonstrated in prior research [34], [35], this indicates that individuals' mindsets can have a powerful impact on cognitive performance. Additionally, it emphasizes the importance of self-talk in order to cultivate and maintain an optimal mindset throughout daily situations perceived as challenging. ...
The objective of this study was to analyze specific biomarkers of interest and find correlations between them using hormonal and cardiovascular measurements. The aim was to explore these physiological patterns during a typical weekday. While this research provides valuable insights into physiological patterns and their potential impact on mental performance, it’s essential to note that the study did not aim to diagnose, treat, or propose specific medical interventions based on the findings. Instead, the focus was solely on observational data collection and analysis for the purpose of exploring correlations and understanding daily physiological fluctuations in the context of stress and cognitive performance. Furthermore, the team observed how a low-level stress-triggered cognitive task could alter, and possibly impair, mental performance due to fluctuations in these selected data points. Five (5) adult, healthy participants (aged between 20 and 35 years) volunteered for the small-scaled study (two male and three female).
In the current study, participants with larger hormonal and cardiovascular fluctuations during a 5-minute stress-induced task did not achieve as well as those with more stable physiological measurements. Interestingly, a significant peak in cortisol levels was detected during the mental task, likely due to the stress-induced environment.
The current, and vastly limited methods used for at-home, hormonal measurements, as well as the slightly unreliable sensor technology used in general pulse oximeters measuring blood oxygen saturation in this trial, indicate the great need to develop new solutions. This includes innovations that would make health monitoring more convenient, while at the same time emphasizing improved mental well-being in daily situations, all without having to continuously wear a gadget to obtain precise insights about multiple health metrics.
... They are more likely to accept challenges because they believe that solving difficulties can improve their ability. As a quality that can promote success, a growth mindset has attracted wide attention in academic circles, and its research results have been widely applied in different practical fields, such as education and health and exert a profound impact on academic circles and society (Dweck, 2014;Alvarado et al., 2019;Yeager et al., 2019;Kaya and Karakoc, 2022). ...
Growth mindset plays a positive role in children’s development, but few studies use longitudinal data to investigate the developmental trajectory of children’s growth mindset. In addition, previous studies have shown that there may be no intergenerational transmission of mindset, but the influence of parents’ growth mindset on the development and change of children’s growth mindset cannot be denied. Based on the abovementioned factors, the present study used a sample of fourth-grade primary school students and their parents in Beijing (N = 4,004), and five waves of longitudinal data over two-and-a-half years were collected to identify the trajectories of growth mindset in senior primary school with latent growth modeling and to examine the effects of parents’ growth mindset with a parallel process latent growth model. The results showed the following. (1) The growth mindset of the senior primary school children decreased over time, and there were significant individual differences in the initial level and growth of mindset. (2) Children in senior primary school showed higher levels of growth mindset after two-and-a-half years if their mothers reported higher levels of growth mindset in the beginning. Children showed higher levels of growth mindset after two-and-a-half years if their mothers’ growth mindset declined slower during this period, while they showed lower levels if their mothers’ growth mindset declined rapidly; when the mothers’ growth mindset declines, the children’s growth mindset would also show a downward trend during this time. Finally, (3) there was no significant relationship between both the initial level and the decline of the father’s growth mindset and the development pattern of the children’s growth mindset.
... The relevance of mindsets in educational contexts has been demonstrated among learners at various educational levels (Tempelaar et al., 2015;Gunderson et al., 2018;Bostwick et al., 2020). More specifically, a growth mindset has been shown to be associated with learning goals and masteryoriented strategies (Burnette et al., 2013) as well as better academic outcomes (Claro and Loeb, 2019) and well-being (Alvarado et al., 2019). Mindsets have proven to be especially relevant in situations involving challenges and setbacks (Burnette et al., 2013). ...
The aim of this study was to examine the development of the associations between elementary school students’ mindsets and the attentional neural processing of positive and negative feedback in math. For this, we analyzed data collected twice from 100 Finnish elementary school students. During the autumn semesters of their 3rd and 4th grade, the participants’ general intelligence mindset and math ability mindset were measured with a questionnaire, and their brain responses elicited by performance-relevant feedback were recorded during an arithmetic task. We found that students’ fixed mindsets about general intelligence and math ability were associated with greater attention allocated to positive feedback as indicated by a larger P300. These associations were driven by the effects of mindsets on attention allocation to positive feedback in grade 4. Additionally, 4th graders’ more fixed general intelligence mindset was marginally associated with greater attention allocated to negative feedback. In addition, the effects of both mindsets on attention allocation to feedback were marginally stronger when the children were older. The present results, although marginal in the case of negative feedback and mainly driven by effects in grade 4, are possibly a reflection of the greater self-relevance of feedback stimuli for students with a more fixed mindset. It is also possible that these findings reflect the fact that, in evaluative situations, mindset could influence stimulus processing in general. The marginal increase in the effects of mindsets as children mature may reflect the development of coherent mindset meaning systems during elementary school years.
... It has 2 subscales: growth mindset and fixed mindset. This scale has been previously used in Mexican populations, showing good reliability values (Ortiz Alvarado et al., 2019). In the present study, Cronbach alpha was 0.82 for growth mindset, and 0.82 for fixed mindset. ...
Well-being research has increased in recent years, making it essential to have validated tools that allow its measurement. The objective of this study was to adapt and validate the PERMA-Profiler in a sample of university students and employees in the Mexican educational context. Through a back-translation, an adaptation of the PERMA-Profiler questionnaire into Spanish was obtained. This version and other well-being measures were administered to a sample of 23,723 students (mean age = 21.50) and further to 2,783 employees (mean age = 36.08). Results showed acceptable reliability and good convergent and discriminant validity between well-being variables. PERMA score was strongly correlated with general well-being, positive affect, and life satisfaction, and slightly correlated with growth mindset and physical well-being. Confirmatory factor analysis using exploratory structural equation modeling revealed a better fit for the original structure of five factors, both in the sample of students and employees. Also, the results provide first indications for measurement invariance for gender and age. Validation of the PERMA-Profiler in the Mexican context showed good psychometric properties. It can be recommended as a valid tool for assessing well-being in the Spanish-speaking population.
... Alternatively, a fixed mindset exists when an individual believes that these attributes cannot be changed. Research suggests that mindset shapes learning and academic performance, and vice versa (Aronson et al., 2002;Ortiz Alvarado et al., 2019). In other words, if students operate from a growth mindset, they are more likely to persevere through challenging learning experiences, which can lead to more positive attitudes and outcomes. ...
Purpose
Trauma is pervasive in our society, and a history of traumatic stress can have significant detrimental effects on physiological and mental health. The purpose of this tutorial is twofold: to describe trauma, as well as its sources and effects, and to provide practical strategies for communication sciences and disorders educators who are seeking to mitigate the effects of trauma on students.
Method
Carello's seven principles of trauma-informed teaching and learning provided the foundation for this work. The universal design for learning and transparency in teaching and learning in higher education frameworks were integrated to develop an extensive list of potential strategies designed to address each of Carello's seven principles. Supporting evidence was drawn from research on various strategies presented here.
Conclusion
Although trauma may be a considerable barrier for some students, educators can play a role in supporting these students with trauma-informed educational practices.
This study aims to explore the impact of two key factors social support and growth mindset on academic burnout among students at SMA Negeri 11 Medan. Understanding these factors is crucial for developing strategies to prevent burnout and promote better academic outcomes. The sample consisted of 400 students from grades X and XI, selected through purposive sampling. These results emphasize the importance of social support and growth mindset in preventing academic burnout. Schools should enhance their counseling and mentoring systems, foster open communication between students and teachers, and integrate growth mindset strategies into the curriculum. By promoting a supportive environment and encouraging a growth-oriented approach, students can better manage academic stress and improve their overall well-being.
Purpose: This study aimed to compare the effects of implementing activities and materials designed according to incremental self-theory in face-to-face and distance education teaching the cell and divisions unit in the 7th-grade science lesson on students’ academic achievement, self-confidence, and motivation. Another aim is to gather the science teacher’s views about the implementation process. Design/Methodology/Approach: In the research, a sequential explanatory design, which is a type of mixed research method in which quantitative and qualitative research methods are used together, was used. Findings: As a result of the research, significant differences were found in favor of the students who received face-to-face education in terms of academic achievement levels, and the students who received distance education in terms of motivation levels. There was no significant difference between the two groups regarding self-confidence levels. The teachers, also, stated that the designed education positively affected students’ morale, and motivation toward the lesson. Highlights: Within the scope of the research, it may be helpful to integrate the teaching process, which is designed in line with the incremental self-theory and does not interfere with the curriculum of any lesson, into other lessons and subjects where students have learning problems and low motivation.
Purpose of the study: This study investigates the influence of a growth mindset on Filipino students' mathematics performance as assessed in the PISA 2022 survey. The research aims to identify distinct latent class profiles based on growth mindset indicators and to explore their relationship with mathematics achievement. Methodology: Data from 6,791 Filipino students who participated in PISA 2022 were analyzed. Latent Class Analysis (LCA) was employed to classify students into distinct mindset profiles, while Analysis of Variance (ANOVA) assessed differences in mathematics performance across these groups. Tukey’s post hoc analysis was used to examine pairwise differences further. Main Findings: Based on the data, three distinct latent classes were identified among Filipino learners: Limitation Acceptors (50%), Optimistic Learners (17%), and Mindset Explorers (33%). Optimistic Learners, who exhibited a strong growth mindset and disagreed with statements endorsing fixed intelligence, achieved the highest average scores in mathematics. ANOVA results confirmed significant differences in mathematics performance among these three groups. Tukey’s post hoc analysis further revealed that Optimistic Learners significantly outperformed Limitation Acceptors and Mindset Explorers, while no significant performance difference was found between Limitation Acceptors and Mindset Explorers.Novelty/Originality of this study: These findings highlight the critical role of a growth mindset in shaping academic achievement and suggest that fostering growth-oriented beliefs could enhance mathematics performance. This study provides actionable insights for educators and policymakers, emphasizing the need for targeted interventions to cultivate positive beliefs about intelligence among students.
Reframing failures as an opportunity for learning rather than a sign of fixed ability is a prominent element in a variety of growth mindset interventions – interventions that have enhanced people’s performance, interest, and well-being by highlighting that people can grow their abilities. We investigated the isolated effect of this treatment. Would an intervention solely focusing on reframing failures improve outcomes? To test this, we conducted a reframing-failure intervention in a longitudinal randomized-controlled experiment with a relatively large sample of students ( N = 389) in a competitive computer science program over one semester. Surprisingly, the intervention did not have any significant positive effects. Exploratory analyses even show evidence of negative effects on students’ well-being. Possible explanations for findings are discussed. Broadly, results point to potential limitations of isolated reframing-failure messages.
Often found schools with some students who have lower middle economic status. With these conditions, adolescent students who are in the transition period from childhood to adulthood are expected to have a high level of subjective well-being because this is related to the ability to regulate emotions and overcome problems, in addition, students must be able to think positively and be resilient in facing the economic conditions of their parents. The existence of a growth mindset and hardiness can make students evaluate their lives positively. This study aims to test the effect of growth mindset and hardiness on subjective well-being in high school students. This study uses a quantitative method with a simple random sampling technique. The subjects of this study were 184 high school students. Data were collected by modifying the growth mindset scale instrument, the hardiness personality scale, and the subjective well-being scale. The analysis technique used is the multiple regression technique. The results of this study indicate that hardiness has a more significant effect on subjective well-being with an R2 contribution of 0.161%. In addition, growth mindset also influences subjective well-being with an R2 contribution of 0.022% and if combined, growth mindset and hardiness mutually strengthen the subjective well-being of high school students, namely the contribution obtained by R2 of 0.162%. The researcher's findings show that growth mindset and hardiness have a significant influence on subjective well-being in high school students.
Introduction
Professional caregivers’ perspectives on dementia and on people living with dementia (PlwD) can influence their feelings, judgements and behaviours in work situations, for example, how they think about symptoms, disease progression and the impact on a person’s quality of life. Their individual dementia mindset, which can be investigated with the 12-item Dementia Mindset Scale (DMS), might influence job satisfaction, work-related well-being and person-centred care. The aim of the proposed replication study is to confirm the results of the original study of the DMS and to test whether a malleable mindset is correlated with higher levels of caregiver education, dementia-specific professional experience/competence and dementia knowledge.
Methods and analysis
Professional caregivers in residential care facilities for older persons who work directly with PlwD will be asked to answer an anonymous web-based online survey. The survey encompasses five standardised questionnaires: the DMS, the Dementia Knowledge Assessment Scale, the Oldenburg Burnout Inventory, the Job-related Affective Well-being Scale and the Sense of Competence in Dementia Care Staff Scale. In addition, job satisfaction, the educational background, professional experience and work situation are surveyed. For replication, the analyses will re-evaluate the psychometric properties (structural validity, model fit, internal consistency and predictive validity) by applying descriptive statistics, regression analysis, confirmatory factor analysis and correlation analysis. The additional analyses will use descriptive statistics, regression analysis and correlation analysis. Rasch analysis will be used to rank the difficulty of the items.
Ethics and dissemination
This study was approved by the ethics committee of the German Society of Nursing Science (ID number 23-004). No personal information will be gathered. The results of the study will be distributed nationally and internationally through peer-reviewed academic journals, conferences, institutional websites and journals for nursing care practice.
The current study investigated the impact of predictive factors on the well-being of undergraduates in Ho Chi Minh City. Those factors were relationship satisfaction, academic achievement satisfaction, and financial well-being. Besides, the study explored the effectiveness of gratitude journaling in increasing students' well-being. There are two phases in this study, in the first phase, referred to as study 1, a total of 102 undergraduates from twenty-two universities in Ho Chi Minh City were surveyed. After being controlled for individual differences in socioeconomic status, the multiple linear regression results showed that satisfaction in the relationship and academic achievement positively predicted overall well-being, while financial well-being did not make a significant contribution. In the second phase, which is study 2, forty-five participants from study 1 agreed to move on to this phase, where they were randomly divided into two groups for a controlled pre and post-experiment. The experimental group practiced self-guided gratitude journaling for seven days. Analysis of covariance assessment was made to evaluate the impact model and the improvement of participants' well-being before and after the experiment. Results showed that the difference in well-being between the control and experimental group was insignificant and did not come directly from practicing gratitude journaling, but might indicate individual and cultural differences in well-being. Further research on cross-cultural differences and standardized protocol is encouraged.
Objectives
Grit, resilience and a growth‐mindset influence students' ability to positively adapt to the challenges of health professional training. However, it is unclear if interventions can improve these traits. This systematic review aimed to explore if interventions can improve these traits in health professional students (primary) and their impact on academic and/or wellbeing outcomes (secondary).
Methods
A comprehensive search of CINAHL, MEDLINE, Eric and Embase was conducted from inception until 15 March 2023. Randomised or non‐randomised controlled trials and single‐group intervention studies that aimed to improve health professional students' resilience, grit and/or growth‐mindset were eligible for inclusion. Two reviewers independently screened studies for inclusion and evaluated quality using the Mixed Methods Appraisal Tool. Post‐intervention data from randomised and non‐randomised control trials were pooled using a random‐effects model to calculate standardised mean differences (SMD) and 95% confidence intervals (CIs).
Results
Resilience interventions improved resilience by a moderate amount in 13 studies with 990 participants (pooled SMD 0.74, 95%CI 0.03 to 1.46) and a large amount when interventions were greater than one session duration in 10 trials with 740 participants (pooled SMD 0.97, 95%CI 0.08 to 1.85). Grit and growth‐mindset interventions improved grit (pooled SMD 0.48, 95%CI −0.05 to 1.00, n = 2) and growth‐mindset (pooled SMD 0.25, 95%CI −0.18 to 0.68, n = 2) by a small amount. Resilience interventions decreased perceived stress by a small amount (pooled SMD −0.38, 95%CI −0.62 to −0.14, n = 5).
Conclusions
Resilience interventions improve resilience and decrease perceived stress in health professional students. Preliminary evidence suggests grit and growth‐mindset interventions may also benefit health professional students. Interventions may be most effective when they are longer than one session and targeted to students with low baseline levels of resilience and grit.
Students that classify as having growth mindsets rather than fixed mindsets enjoy greater academic success. This finding has been repeated in a variety of contexts and encourages teachers and researchers to develop growth mindsets in students. However, neutral and negative conclusions from some mindset intervention studies raise questions about the conditions in which growth mindsets develop. This study contributes evidence and suggestions to guide the development and assessment of growth mindsets in university students. The five-stage behaviour change model provides a framework to explain why mindset interventions may cause shifts that are not detected in the short term. Mindset assessment methods with original and adapted scales are presented and critiqued. I compare literature-sourced experiences used in growth mindset interventions with interview data from seven first-year engineering students at a South African university to help determine if growth mindset interventions for university students are worth implementing. I summarise implications for practice when assessing mindsets or using growth mindset interventions.
This paper examines Generation Z consumers' perceptions of a good life beyond consumerism and how their perceptions and practices have evolved during crises and the cultural context in which they live. We present a unique theoretical and empirical cross‐cultural investigation which focuses on the ecological crisis and COVID‐19 pandemic, and the changes they have caused to Gen Zs' daily lives in the United States (California) and Finland. Two large qualitative data sets were collected through focus group interviews and open‐ and closed‐ended surveys before and during COVID‐19 and analyzed via the PERMA framework. Findings revealed that Gen Zs' pathways that lead to a good life include: healthy behaviors and balance; positive and meaningful relationships; happiness and positivity; meaningful things; productivity and goals; and daily routines. Findings also indicated that since COVID‐19, Gen Zs are increasingly shifting toward virtuous behaviors and eudaimonic‐oriented life, in which moderation, meaningfulness, and self‐realization play key roles. Gen Zs are characterized as a global consumer cohort and a driver of change for a sustainable future, thus understanding how these future professionals, leaders, and mainstream consumers perceive a good life provides theoretical and practical insights into how to provide ecologically sustainable well‐being for nature and future generations.
Introduction
This study examines the relationship between teacher growth mindset, mindfulness, grit, and teacher well-being, with a particular emphasis on the mediating role of grit.
Methods
The study involved 547 Chinese EFL teachers as participants. Data collection utilized validated measures of growth mindset, mindfulness, grit, and occupational well-being. Structural equation modeling was employed to analyze the data and investigate the proposed relationships.
Results
The findings reveal several important relationships. Firstly, both teacher growth mindset and teacher grit exhibit a direct positive influence on teacher well-being. Secondly, teacher grit acts as a mediator in the connection between teacher mindfulness and teacher occupational well-being. This suggests that the positive impact of mindfulness on well-being is, in part, explained by the presence of grit.
Discussion
These findings significantly contribute to our comprehension of the factors influencing teacher well-being. They underscore the importance of cultivating growth mindset, mindfulness, and grit in educational contexts. Moreover, the implications of these findings for teacher training and support programs are discussed.
One of the priorities of education institutional existence is to empower student’s academic performance. Understanding their perception towards themselves and their mindset able to help students in their development. This study aims to identify the influence of mindset on intellectual performance. The population of this study sample covers 108 high school students ages 15 to 18 years old across Johor. The respondents of this research were selected through purposive sampling. In this research, student mindset had been measure using the growth mindset scale, and intellectual performance had been measured using 10 items of the psychometric and intellectual test. The data collected were analysed by using SPSS version 26. The results of this research showed that majority of the students has a growth mindset and majority of the students only able to achieve low intellectual performance level. In addition, the findings indicate that type of mindset did not influence intellectual performance.
This study aims to contribute to the existing literature on higher education marketing by proposing and empirically testing a theoretical model linking higher education quality, student satisfaction, and subjective well-being. The bottom-up spill over theory, the stimulus-organism-response theory, and the expectancy-disconfirmation theory, inform the development of the theoretical model of the study. A cross-sectional survey design is adopted, and data are collected from a sample of students from Mauritian Universities. The model is estimated and tested using a variance-based and prediction-oriented approach to structural equation modelling, specifically partial least squares structural equation modelling (PLS-SEM). The results demonstrate that approximately one-fifth of university students’ subjective well-being is explained by the quality of their student life and their satisfaction with higher education services. Based on these empirical results, we discuss and present key implications for higher education marketing.
The relationship between physical activity, physical fitness, and academic performance has been widely studied internationally. However, reports of this relationship are contradictory, and its impact is still a matter of controversy. For that reason, the current research determined the correlation between these three variables in a group of 56 female and 48 male Colombian students with an average age of 14.08 ± 0.89 years. A quantitative, correlational, and cross-sectional study was carried out. The physical activity was evaluated using PAQ-A questionnaire. For physical fitness, six tests from the Euro fitness battery were used. The academic performance in Spanish, Math, Natural, and Social Sciences were obtained from the grades for the participants at the end of the academic year. Correlations were determined by multivariate multiple linear regression. The obtained results suggest that aerobic endurance test had effect in the studied variables, whereas the correlation of the other tested predictors did not show any meaningful statistical result. In fact, academic performance is not affected by the physical fitness of the students at the time course grades were measured.
Little is known about the factors that influence engagement for adolescents participating in informal youth science programs. This study examined longitudinal reciprocal associations between adolescents’ science engagement, interest, and growth mindset. Participants were adolescents (Mage = 15.06, SD = 1.82 years, 66.8% female) from the UK (n = 168) and the US (n = 299). A cross lagged path analysis indicated that participants’ science growth mindset at baseline was positively related to interest, and engagement at year 1, and science interest at year 1 was positively related to growth mindset at year 2. Additionally, girls had lower science growth mindsets than boys. This evidence suggests that informal programs may encourage positive STEM trajectories by fostering engagement, growth mindset and interest.
Recent research showed that emerging adults have higher rates of depression and anxiety when facing stress during the COVID-19 pandemic. Growth mindset and self-compassion have consistently been found to be essential to support the resilience of emerging adults. This study is aimed to examine whether growth mindset and self-compassion, as well as their interplay, can predict the psychological resilience of Chinese emerging adults during the first wave of the COVID-19 pandemic. Two hundred Chinese emerging adults aged 18–25 years old completed an online questionnaire during the lockdown. Findings from the hierarchical stepwise regression analysis showed that higher levels of growth mindset and self-compassion independently and significantly predicted higher levels of resilience, while their interaction effect was insignificant. Further analyses indicated that two self-compassion positive components (self-kindness and mindfulness) significantly predicted higher levels of resilience. Furthermore, there was a significant interaction effect between growth mindset and the self-compassion component of common humanity (understanding of life hardship and suffering as shared human experiences) in predicting psychological resilience. In other words, the positive association between growth mindset and psychological resilience was significantly stronger for Chinese emerging adults with higher sense of common humanity. These findings suggested that developing culturally-sensitive programs to cultivate growth mindset and self-compassion may contribute to building resilience in life adversities among Chinese emerging adults. Further investigation is needed to better understand the interplay between growth mindset and self-compassion components.KeywordsEmerging adultsGrowth mindsetSelf-compassionPsychological resilience
Growth mindset has shown its unique potential in countering the growing prevalence of mental distress in the general population. However, the role culture plays in this process remains somewhat unanswered. In the current prospective study, we tested if early growth mindset of Chinese university students predicts less mental distress later, and how cultural values (i.e., individualism–collectivism, traditionality–modernity) affect the process. We found that growth mindset was prospectively predictive of mental conditions, and the positive effect of growth mindset was more salient among students endorsing lower collectivistic and higher modern cultural values. Our findings added evidence to the potential benefits of growth mindsets in an Asian context and highlighted the role of cultural values.
Due to the threat of COVID-19, many educational institutions have made urgent decisions about how to continue teaching and learning, taking their courses online. The transition from face-to-face teaching to Emergency remote teaching (ERT) has made it difficult for individuals to organize their learning processes independently. Therefore, in this period, it is expected that learner profiles will differ from traditional online learning, and there are uncertainties in this regard. The aim of this study is to examine learner profiles in ERT according to online self-regulation (SR) strategies, achievement emotion, and mindset. The study group of this research consists of 659 university students. Latent profile analysis, one-way ANOVA, and multinomial logistic regression analysis (MLA) were used in the analysis of the data. As a result of the research, four profiles emerged: (a) low SR, negative type in emotions, and low growth mindset beliefs, (b) low to moderate SR, positive type in emotion and high growth mindset belief, and (c) moderate to high SR, diversified type in emotion and fixed mindset, (d) high SR, positive type in emotion, growth mindset beliefs. MLA findings show that SR strategies, enjoyment, anxiety, gender, age, and GPA affect differences in predicting several profile memberships of learners. ARTICLE HISTORY
Background - The arrival of Internet-connected mobile devices, and the enthusiasm with which adolescents’ have adopted them, has fundamentally changed nearly every aspect of their lives, from their social interactions to their mental health. Yet despite near constant access to others, today’s adolescents are lonelier than previous cohorts (Twenge et al., 2018). Concurrently, research on this topic has lagged far behind adolescents’ increased use of these technologies outside the home, as access to Internet-connected mobile devices has increased dramatically in schools in recent years (44% of U.S. school districts and 36% of middle schools have 1:1 device programs as of 2015; U.S. Department of Education, 2018). Additionally, the characteristics of mobile devices, such as their portability, compactness, and multi-functional use may make them targets of overuse for students who desire to avoid interacting with peers (Leung, 2015). This study aims to explore the associations between adolescents’ use of different digital devices at school and their perceptions of belonging there.
Methods - This study incorporates data from both the PISA 2015 student background and Information and Communication Technology (ICT) familiarity questionnaires. 15-year-old students’ responses as to the extent they agreed to 6 statements were aggregated to measure their sense of belonging at school: I feel like an outsider (or left out of things) at school; I make friends easily at school; I feel like I belong at school; I feel awkward and out of place in my school; Other students seem to like me; I feel lonely at school. Students responses as to whether certain ICT devices were available to them at school and whether or not they used them were collected regarding the following ICT devices: Tablet computer (e.g. iPad, Blackberry PlayBook); eBook reader (e.g. Amazon Kindle); Portable laptop or notebook; Desktop computer; Interactive Whiteboard; Data projector. OLS regressions were run between the use/non-use of each ICT device and students' average perceptions of belonging at school after controlling for adolescents’ perceived ICT competence (COMPICT) and Economic, Social, and Cultural Status (ESCS).
Results - On average internationally, adolescents who used smaller, highly mobile 1:1 devices at school (i.e. tablets, eBook readers) reported poorer belonging than adolescents who didn't use these devices at school. However, adolescents' use of larger, less mobile 1:1 devices at school (i.e. laptops, desktop computers) was either not associated or positively associated with feelings of belongingness there. Community device use (i.e. data projectors, interactive whiteboards) was positively associated with feelings of belongingness among peers compared to those that did not use these devices at school (on average, internationally).
Implications - As few studies investigate the social implications of implementing different technologies in the classroom (Granic et al., 2008), the findings of this study are among the first to identify the use of highly mobile 1:1 devices at school as a possible indicator of loneliness among adolescents. The cross-sectional nature of the data, however, cannot determine the causality in this association. It's possible that adolescents who are already lonely at school may turn to these devices more frequently, or that use of smaller 1:1 devices at school may further isolate youth from their peers, or a combination of both.
The objective of positive education is not only to improve students’ well-being but also their academic performance. As an important concept in positive education, growth mindset refers to core assumptions about the malleability of a person’s intellectual abilities. The present study investigates the relation of growth mindsets to psychological well-being and school engagement. The study also explores the mediating function of resilience in this relation. We recruited a total of 1260 (658 males and 602 females) Chinese students from five diversified primary and middle schools. Results from the structural equation model show that the development of high levels of growth mindsets in students predicts higher psychological well-being and school engagement through the enhancement of resilience. The current study contributes to our understanding of the potential mechanisms by which positive education (e.g., altering the mindset of students) can impact psychological well-being and school engagement.
In the context of adolescents’ subjective well-being (SWB), research has recently focused on a number of different school variables. The direction of the relationships between adolescents’ SWB, academic achievement, and test anxiety is, however, still open although reciprocal causation has been hypothesized. The present study set out to investigate to what extent SWB, academic achievement, and test anxiety influence each other over time. A sample of N = 290 11th grade students (n = 138 female; age: M = 16.54 years, SD = 0.57) completed measures of SWB and test anxiety in the time span of 1 year. Grade point average (GPA) indicated students’ academic achievement. We analyzed the reciprocal relations using cross-lagged structural equation modeling. The model fit was satisfactory for all computed models. Results indicated that the worry component of test anxiety negatively and GPA positively predicted changes in the cognitive component of SWB (life satisfaction). Worry also negatively predicted changes in the affective component of SWB. Moreover, worry negatively predicted changes in students’ GPA. Directions for future research and the differential predictive influences of academic achievement and test anxiety on adolescents’ SWB are discussed with regard to potential underlying processes.
Four meta-analyses were conducted to examine gender differences in personality in the literature (1958-1992) and in normative data for well-known personality inventories (1940-1992). Males were found to be more assertive and had slightly higher self-esteem than females. Females were higher than males in extraversion, anxiety, trust, and, especially, tender-mindedness (e.g., nurturance). There were no noteworthy sex differences in social anxiety, impulsiveness, activity, ideas (e.g., reflectiveness), locus of control, and orderliness. Gender differences in personality traits were generally constant across ages, years of data collection, educational levels, and nations.
There are many promising psychological interventions on the horizon, but there is no clear methodology for preparing them to be scaled up. Drawing on design thinking, the present research formalizes a methodology for redesigning and tailoring initial interventions. We test the methodology using the case of fixed versus growth mindsets during the transition to high school. Qualitative inquiry and rapid, iterative, randomized “A/B” experiments were conducted with ∼3,000 participants to inform intervention revisions for this population. Next, 2 experimental evaluations showed that the revised growth mindset intervention was an improvement over previous versions in terms of short-term proxy outcomes (Study 1, N = 7,501), and it improved 9th grade core-course GPA and reduced D/F GPAs for lower achieving students when delivered via the Internet under routine conditions with ∼95% of students at 10 schools (Study 2, N = 3,676). Although the intervention could still be improved even further, the current research provides a model for how to improve and scale interventions that begin to address pressing educational problems. It also provides insight into how to teach a growth mindset more effectively.
The efficacy of academic-mind-set interventions has been demonstrated by small-scale, proof-of-concept interventions, generally delivered in person in one school at a time. Whether this approach could be a practical way to raise school achievement on a large scale remains unknown. We therefore delivered brief growth-mind-set and sense-of-purpose interventions through online modules to 1,594 students in 13 geographically diverse high schools. Both interventions were intended to help students persist when they experienced academic difficulty; thus, both were predicted to be most beneficial for poorly performing students. This was the case. Among students at risk of dropping out of high school (one third of the sample), each intervention raised students' semester grade point averages in core academic courses and increased the rate at which students performed satisfactorily in core courses by 6.4 percentage points. We discuss implications for the pipeline from theory to practice and for education reform.
© The Author(s) 2015.
The purpose of this prospective study was to (1) monitor the change in adjustment across time and life domains and (2) identify the resources predictive of short-and long-term adjustment to the university transition. A sample of 68 first-year students reported on events, resources, and well-being at four times across the year. Coping and appraisal were evaluated specifically in relation to three life domains (e.g., academic). Results showed that this transition represents a relatively acute stressor, evidencing the greatest strain for students and the largest impact on their well-being on entry. As time passed, students experienced steady improvement in most aspects of adjustment. Results also suggested that women, despite having more resources, may have greater vulnerability to this transition. Finally, the importance of a specific resource to the prediction of well-being depended on the measure of well-being assessed, the specific life domain addressed, the time of assessment, and whether or not concomitant change between predictor and criterion variables was taken into account.
Seligman recently introduced the PERMA model with five core elements of psychological well-being: positive emotions, engagement, relationships, meaning, and accomplishment. We empirically tested this multidimensional theory with 516 Australian male students (age 13-18). From an extensive well-being assessment, we selected a subset of items theoretically relevant to PERMA. Factor analyses recovered four of the five PERMA elements, and two ill-being factors (depression and anxiety). We then explored the nomological net surrounding each factor by examining cross-sectional associations with life satisfaction, hope, gratitude, school engagement, growth mindset, spirituality, physical vitality, physical activity, somatic symptoms, and stressful life events. Factors differentially related to these correlates, offering support for the multidimensional approach to measuring well-being. Directly assessing subjective well-being across multiple domains offers the potential for schools to more systematically understand and promote well-being.
Because challenges are ubiquitous, resilience is essential for success in school and in life. In this article we review research demonstrating the impact of students’ mindsets on their resilience in the face of academic and social challenges. We show that students who believe (or are taught) that intellectual abilities are qualities that can be developed (as opposed to qualities that are fixed) tend to show higher achievement across challenging school transitions and greater course completion rates in challenging math courses. New research also shows that believing (or being taught) that social attributes can be developed can lower adolescents’ aggression and stress in response to peer victimization or exclusion, and result in enhanced school performance. We conclude by discussing why psychological interventions that change students’ mindsets are effective and what educators can do to foster these mindsets and create resilience in educational settings.
The belief that personality is fixed (an entity theory of personality) can give rise to negative reactions to social adversities. Three studies showed that when social adversity is common-at the transition to high school-an entity theory can affect overall stress, health, and achievement. Study 1 showed that an entity theory of personality, measured during the 1st month of 9th grade, predicted more negative immediate reactions to social adversity and, at the end of the year, greater stress, poorer health, and lower grades in school. Studies 2 and 3, both experiments, tested a brief intervention that taught a malleable (incremental) theory of personality-the belief that people can change. The incremental theory group showed less negative reactions to an immediate experience of social adversity and, 8 months later, reported lower overall stress and physical illness. They also achieved better academic performance over the year. Discussion centers on the power of targeted psychological interventions to effect far-reaching and long-term change by shifting interpretations of recurring adversities during developmental transitions. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
Despite the large amount of research attention to engagement as well as positive psychology in a general context, there have been few attempts to increase academic well-being by means of positive psychological interventions. This article tests the potential of positive psychological interventions to enhance study-related positive emotions and academic engagement, and to reduce study-related negative emotions among university students. We modified two existing positive interventions that are aimed at increasing general happiness for use in an academic context. These interventions focused on "thoughts of gratitude" and "acts of kindness," respectively. The present study consisted of two randomized controlled trials with experimental (thoughts of gratitude or acts of kindness) and control conditions in which participants were monitored on a daily basis during the one-week intervention, and additional pre-, post-, and follow-up assessments were carried out. Results revealed that the gratitude intervention had a significant positive effect on daily positive emotions only. The kindness intervention had a positive influence on both positive emotions and academic engagement, though not in the long run. The results showed no effects on negative emotions in either of the two interventions. Positive psychological interventions seem to foster positive emotions and academic engagement, but do not decrease negative emotions.
This article explores the research underpinning views of emotional well-being and its development in schools and classrooms. Research concerning the concepts of emotional intelligence, resilience and protective factors, mental health and young people and emotional regulation is examined and its implications interpreted. The author critically reviews the focus of interventions, the nature of the interventions and the strategies being adopted by policy-makers. She argues that there are dangers in solely adopting an individualistic programmatic approach and suggests that a wider emphasis on relationships, pedagogy and community building is central to the development of emotional well-being in young people.
The transition from high school to university was used as the context for examining the relationship between emotional intelligence and academic achievement. During the first month of classes 372 first-year full-time students at a small Ontario university completed the short form of the Emotional Quotient Inventory (EQ-i:Short). At the end of the academic year the EQ-i:Short data was matched with the student's academic record. Predicting academic success from emotional intelligence variables produced divergent results depending on how the former variable was operationalized. When EQ-i:Short variables were compared in groups who had achieved very different levels of academic success (highly successful students who achieved a first-year university GPA of 80% or better versus relatively unsuccessful students who received a first-year GPA of 59% or less) academic success was strongly associated with several dimensions of emotional intelligence. Results are discussed in the context of the importance of emotional and social competency during the transition from high school to university.
Reviews the literature since 1967 on subjective well-being (SWB [including happiness, life satisfaction, and positive affect]) in 3 areas: measurement, causal factors, and theory. Most measures of SWB correlate moderately with each other and have adequate temporal reliability and internal consistency; the global concept of happiness is being replaced with more specific and well-defined concepts, and measuring instruments are being developed with theoretical advances; multi-item scales are promising but need adequate testing. SWB is probably determined by a large number of factors that can be conceptualized at several levels of analysis, and it may be unrealistic to hope that a few variables will be of overwhelming importance. Several psychological theories related to happiness have been proposed; they include telic, pleasure and pain, activity, top–down vs bottom–up, associanistic, and judgment theories. It is suggested that there is a great need to more closely connect theory and research. (7 p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)
Debates about human nature often revolve around what is built in. However, the hallmark of human nature is how much of a person's identity is not built in; rather, it is humans' great capacity to adapt, change, and grow. This nature versus nurture debate matters—not only to students of human nature—but to everyone. It matters whether people believe that their core qualities are fixed by nature (an entity theory, or fixed mindset) or whether they believe that their qualities can be developed (an incremental theory, or growth mindset). In this article, I show that an emphasis on growth not only increases intellectual achievement but can also advance conflict resolution between long-standing adversaries, decrease even chronic aggression, foster cross-race relations, and enhance willpower. I close by returning to human nature and considering how it is best conceptualized and studied.
Recently, research into gender differences in achievement has mainly concentrated on the underperformance of boys in comparison with girls. Qualitative research in particular points to the importance of the gender-specific cultures adolescents experience. The purpose of this article is to test quantitatively the explanatory value of academic culture with respect to the stated gender differences in achievement. Use is made of data of 3760 pupils in the third and the fourth year of secondary education in a sample of 34 schools in Flanders (Belgium). A distinction is made between general schools preparing students for higher education and schools offering technical and vocational education. It is demonstrated that boys' culture is less study oriented than girls' culture and that this difference can be held responsible for the gender differences in achievement, at least in general schools. In technical/vocational schools, boys seem to oppose the study culture.
This study supported hypotheses derived from Dweck's model about the implications of two implicit self-theories: Entity theorists believe their intelligence is fixed, whereas Incremental theorists believe their intelligence can be increased. Findings showed no normative change in implicit self-theories from high school through college and relatively stable individual differences during college. Entity theorists tended to adopt performance goals, whereas Incremental theorists tended to adopt learning goals. In terms of attributions, affect, and behavioral response to challenge, Entity theorists displayed a helpless response pattern and Incremental theorists displayed a mastery-oriented response pattern. Finally, Entity theorists declined in self-esteem during college whereas Incremental theorists increased self-esteem, and path analyses showed that this effect was mediated by goal orientation and the helpless versus mastery response patterns.
Past work has documented and described major patterns of adaptive and maladaptive behavior: the mastery-oriented and the helpless patterns. In this article, we present a research-based model that accounts for these patterns in terms of underlying psychological processes. The model specifies how individuals' implicit theories orient them toward particular goals and how these goals set up the different patterns. Indeed, we show how each feature (cognitive, affective, and behavioral) of the adaptive and maladaptive patterns can be seen to follow directly from different goals. We then examine the generality of the model and use it to illuminate phenomena in a wide variety of domains. Finally, we place the model in its broadest context and examine its implications for our understanding of motivational and personality processes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Throughout elementary, middle, and high school, girls earn higher grades than boys in all major subjects. Girls, however, do not outperform boys on achievement or IQ tests. To date, explanations for the underprediction of girls' GPAs by standardized tests have focused on gender differences favoring boys on such tests. The authors' investigation suggests an additional explanation: Girls are more self-disciplined, and this advantage is more relevant to report card grades than to achievement or aptitude tests. Eighth-grade girls at an urban magnet school were more self-disciplined than their male counterparts according to delay of gratification measures and self-report, teacher, and parent ratings. Whereas girls earned higher grades in all courses, they did only marginally better on an achievement test and worse on an IQ test. Mediation analyses suggested girls earned higher GPAs at least in part because they were more self-disciplined. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reigning measures of psychological well-being have little theoretical grounding, despite an extensive literature on the contours of positive functioning. Aspects of well-being derived from this literature (i.e., self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth) were operationalized. Three hundred and twenty-one men and women, divided among young, middle-aged, and older adults, rated themselves on these measures along with six instruments prominent in earlier studies (i.e., affect balance, life satisfaction, self-esteem, morale, locus of control, depression). Results revealed that positive relations with others, autonomy, purpose in life, and personal growth were not strongly tied to prior assessment indexes, thereby supporting the claim that key aspects of positive functioning have not been represented in the empirical arena. Furthermore, age profiles revealed a more differentiated pattern of well-being than is evident in prior research. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A contradiction to the typical pattern of academic success occurs when bright, enthusiastic high school students fail after entering university. Two measures, perceived academic control and action control (i.e., preoccupation with failure) were administered to 524 college students at the beginning of a 2-semester course. Achievement-related cognitions, emotions, motivation, and final grades were measured at the end of the course. High-academic-control students exerted more effort, reported less boredom and anxiety, were more motivated, used self-monitoring strategies more often, felt more in control of their course assignments and of life in general, believed they performed better, and obtained higher final grades. Failure-preoccupied students received higher final grades, which corroborated their self-reported performance. Of note, high-control, high-failure-preoccupied students outperformed the other 3 groups by 1 to 2 letter grades. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This research sought to integrate C. S. Dweck and E. L. Leggett's (1988) model with attribution theory. Three studies tested the hypothesis that theories of intelligence—the belief that intelligence is malleable (incremental theory) versus fixed (entity theory)—would predict (and create) effort versus ability attributions, which would then mediate mastery-oriented coping. Study 1 revealed that, when given negative feedback, incremental theorists were more likely than entity theorists to attribute to effort. Studies 2 and 3 showed that incremental theorists were more likely than entity theorists to take remedial action if performance was unsatisfactory. Study 3, in which an entity or incremental theory was induced, showed that incremental theorists' remedial action was mediated by their effort attributions. These results suggest that implicit theories create the meaning framework in which attributions occur and are important for understanding motivation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
There is disagreement over whether girls or boys are at risk in the context of school. Girls outperform boys in school, particularly in stereotypically feminine subjects. However, girls are also more vulnerable to internal distress than boys are. The aim of this research was to understand this pattern of gender differences. Gender differences in academic performance and internal distress were examined in elementary school children moving into adolescence. Girls outperformed boys across all 4 subjects but were also more prone to internal distress than boys were. Girls doing poorly in school were the most vulnerable to internal distress. However, even girls doing well in school were more vulnerable than boys were. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Helpless children show marked performance decrements under failure, whereas mastery-oriented children often show enhanced performance. Current theories emphasize differences in the nature of the attributions following failure as determinants of response to failure. Two studies with 130 5th-grade children explored helpless vs mastery-oriented differences in the nature, timing, and relative frequency of a variety of achievement-related cognitions by continuously monitoring verbalizations following failure. Results reveal that helpless children made the expected attributions for failure to lack of ability; mastery-oriented children made surprisingly few attributions but instead engaged in self-monitoring and self-instructions. That is, helpless children focused on the cause of failure, whereas the mastery-oriented children focused on remedies for failure. These differences were accompanied by striking differences in strategy change under failure. The results suggest that in addition to the nature of the attribution one makes, the timing or even occurrence of attributions may be a critical individual difference. (18 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Reports 6 experiments which relate achievement motivation to causal ascription. Exp. I, II, and III revealed that the evaluation of achievement-related outcomes is positively related to the amount of expended effort, but inversely related to level of ability. Evaluative differences between social classes (Exp. II), and disparities between self- and other-judgments (Exp. III) also were examined. In Exp. IV and V individual differences in locus of causality were related to level of achievement needs. Results indicate that Ss high in resultant achievement motivation are more likely to take personal responsibility for success than Ss low in achievement motivation. Clear differences in perceived responsibility for failure were not exhibited between the 2 motive groups. In Exp. VI risk-preference behavior and J. W. Atkinson's (see 33:2) theory of achievement motivation were construed in attribution theory language. It is contended that cognitions about causality mediate between level of achievement needs and performance. (36 ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This review builds on self-control theory (Carver & Scheier, 1998) to develop a theoretical framework for investigating associations of implicit theories with self-regulation. This framework conceptualizes self-regulation in terms of 3 crucial processes: goal setting, goal operating, and goal monitoring. In this meta-analysis, we included articles that reported a quantifiable assessment of implicit theories and at least 1 self-regulatory process or outcome. With a random effects approach used, meta-analytic results (total unique N = 28,217; k = 113) across diverse achievement domains (68% academic) and populations (age range = 5-42; 10 different nationalities; 58% from United States; 44% female) demonstrated that implicit theories predict distinct self-regulatory processes, which, in turn, predict goal achievement. Incremental theories, which, in contrast to entity theories, are characterized by the belief that human attributes are malleable rather than fixed, significantly predicted goal setting (performance goals, r = -.151; learning goals, r = .187), goal operating (helpless-oriented strategies, r = -.238; mastery-oriented strategies, r = .227), and goal monitoring (negative emotions, r = -.233; expectations, r = .157). The effects for goal setting and goal operating were stronger in the presence (vs. absence) of ego threats such as failure feedback. Discussion emphasizes how the present theoretical analysis merges an implicit theory perspective with self-control theory to advance scholarship and unlock major new directions for basic and applied research. (PsycINFO Database Record (c) 2012 APA, all rights reserved).
Presents a theory of motivation based on attributions of causality for success and failure. The heart of the theory consists of an identification of the dimensions of causality and the relation of these underlying properties of causes to psychological consequences. Three central causal dimensions have been discerned: stability, locus, and control; these dimensions, respectively, are linked with expectancy change, esteem-related emotions, and interpersonal judgments. (81 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This research sought to integrate C. S. Dweck and E. L. Leggett's (1988) model with attribution theory. Three studies tested the hypothesis that theories of intelligence-the belief that intelligence is malleable (incremental theory) versus fixed (entity theory)-would predict (and create) effort versus ability attributions, which would then mediate mastery-oriented coping. Study 1 revealed that, when given negative feedback, incremental theorists were more likely than entity theorists to attribute to effort. Studies 2 and 3 showed that incremental theorists were more likely than entity theorists to take remedial action if performance was unsatisfactory. Study 3, in which an entity or incremental theory was induced, showed that incremental theorists' remedial action was mediated by their effort attributions. These results suggest that implicit theories create the meaning framework in which attributions occur and are important for understanding motivation.
Four meta-analyses were conducted to examine gender differences in personality in the literature (1958-1992) and in normative data for well-known personality inventories (1940-1992). Males were found to be more assertive and had slightly higher self-esteem than females. Females were higher than males in extraversion, anxiety, trust, and, especially, tender-mindedness (e.g., nurturance). There were no noteworthy sex differences in social anxiety, impulsiveness, activity, ideas (e.g., reflectiveness), locus of control, and orderliness. Gender differences in personality traits were generally constant across ages, years of data collection, educational levels, and nations.
This book is a philosophical study of the nature and value of happiness. Part I is devoted to critical discussion of the most important theories about the nature of happiness, understood as some sort of psychological state. Views discussed include sensory hedonism, local preferentism, Kahneman's theory, and Whole Life Satisfactionism. Part II of the book contains the exposition and defense of a novel theory about the nature and value of happiness. It is a form of attitudinal hedonism. The idea that a person's welfare, or well-being, depends essentially on happiness is explained and (with reservations) defended, provided that happiness is understood according to the theory presented here. Part III of the book extends the discussion into some areas that bear on interactions between empirical research concerning happiness and philosophical inquiry into the same phenomenon. Current methods of measuring happiness are criticized and a new method is proposed. Philosophical implications of empirical research concerning happiness are evaluated.
Mindsets—or implicit theories—are the beliefs people have about the nature of human characteristics. This article applies mindset theory and research to the field of consumer behavior. Specifically, we suggest how a fixed or growth mindset may shape consumer product preferences, acceptance of brand extensions, trust recovery following product failures, as well as the effectiveness of advertising and marketing campaigns. We argue that people with a fixed mindset are more likely to seek products and brands in line with their goals to burnish their self-image and demonstrate their positive qualities, while people with a growth mindset seek products that help them pursue their goals to improve and learn new things. Thus, products and brands may serve important self-enhancement functions—encouraging consumers to reinforce or expand core aspects of their identity. We also suggest that brands and companies can project a fixed or growth mindset. In turn, these organizational mindsets should shape consumers' expectations of, and relationships with, products, brands, and companies.
Helpless children show marked performance decrements under failure, whereas mastery-oriented children often show enhanced performance. Current theories emphasize differences in the nature of the attributions following failure as determinants of response to failure. Two studies with 130 5th-grade children explored helpless vs mastery-oriented differences in the nature, timing, and relative frequency of a variety of achievement-related cognitions by continuously monitoring verbalizations following failure. Results reveal that helpless children made the expected attributions for failure to lack of ability; mastery-oriented children made surprisingly few attributions but instead engaged in self-monitoring and self-instructions. That is, helpless children focused on the cause of failure, whereas the mastery-oriented children focused on remedies for failure. These differences were accompanied by striking differences in strategy change under failure. The results suggest that in addition to the nature of the attribution one makes, the timing or even occurrence of attributions may be a critical individual difference. (18 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
ABSTRACT Gender differences in educational outcomes were examined in a birth cohort of over 1,000 Christchurch born children studied from the point of school entry to the age of 18. This analysis suggested three major conclusions: i),Throughout the school career of this cohort males achieved less well than females. Gender differences were evident in the results of standardised testing, teacher ratings of school performance,and in the school leaving outcomes of the cohort. At no point of the school career of this cohort was there evidence to suggest that females performed less well than males. ii) Gender differences in educational achievement,could not be explained by gender differences in intelligence since boys and girls had very similar IQ test scores. iii) However, the higher rate of educational under-achievement in males was adequately explained by gender related differences in classroom behaviours with males being more prone to disruptive and inattentive classroom behaviours that appeared to impede male learning and lead to a male educational disadvantage. It is concluded that the traditional educational disadvantage shown,by females has largely
African American college students tend to obtain lower grades than their White counterparts, even when they enter college with equivalent test scores. Past research suggests that negative stereotypes impugning Black students' intellectual abilities play a role in this underperformance. Awareness of these stereotypes can psychologically threaten African Americans, a phenomenon known as “stereotype threat” (Steele & Aronson, 1995), which can in turn provoke responses that impair both academic performance and psychological engagement with academics. An experiment was performed to test a method of helping students resist these responses to stereotype threat. Specifically, students in the experimental condition of the experiment were encouraged to see intelligence—the object of the stereotype—as a malleable rather than fixed capacity. This mind-set was predicted to make students' performances less vulnerable to stereotype threat and help them maintain their psychological engagement with academics, both of which could help boost their college grades. Results were consistent with predictions. The African American students (and, to some degree, the White students) encouraged to view intelligence as malleable reported greater enjoyment of the academic process, greater academic engagement, and obtained higher grade point averages than their counterparts in two control groups.
Evaluative processes are often considered to be a cornerstone of social perception. The present study seeks to understand an individual-difference factor that is linked to evaluative processing. Specifically, past studies have shown that individuals who believe that people have fixed traits (“entity theorists”) are more inclined to diagnose traits from person information than are those who believe that people's personality is malleable (“incremental theorists”). Because evaluation is typically an integral part of trait diagnosis, we hypothesized that relative to incremental theorists, entity theorists would process person information in a more evaluative manner. To test this, subjects were presented with the test scores of a fictitious pilot trainee. Later, they were asked to perform on a priming task in which the test scores were used as primes on some trials. As predicted, entity theorists' response times indicated that they attached evaluative meaning to the test scores, but those of incremental theorists did not. In addition, subjects' judgments of the trainee's performance and recall of his test scores suggested different processing strategies among entity theorists than among incremental theorists.
A total of 1068 secondary school pupils completed a questionnaire concerned with enjoyment of school, enjoyment of subjects and what they attributed academic success to. Gender differences were shown in the overall enjoyment of school (girls expressing greater enjoyment). Girls also reported liking friends, teachers, outings and lessons more than boys, while boys reported liking sports and school clubs more. Enjoyment of school subjects reflected traditional sex stereotyping: girls reported more liking than did boys for English, French, German, history, drama, music and home economics while boys reported more liking for science. craft and design technology, physical education and information technology. Some gender differences were shown in rating factors contributing to academic success (girls rating hard work and teachers’ liking for you as more important than boys, and boys rating cleverness, talent and luck as more important than girls) but attributions with respect to academic success varied more with age than with gender.
The purpose of the present study was to explore the art ability of teenage blind students in the KSA with the objective (i) to study age and sex differences in the art-related activities of visually impaired students. (ii) to assess the artistic abilities (involving clay, handicraft s, and drawing) of visually impaired students. 155 male and 55 female blind students participated. Checklists developed by investigators were used. Findings revealed artistic abilities increased as a function of age and grade, the most dramatic developmental changes may occur during childhood and adolescence. During this period, almost all skills and abilities increase rapidly.
Surveyed 893 college students to investigate personal and academic stress. Responses identified tests, grade competition, and lack of time as primary academic stressors, while intimate relationships, parent relationships, and finances ranked highest as personal stressors. (JAC)
Examined the types of causal attributions that 40 young children (mean age 5.3 yrs) made for their own success and failure at performance tasks. Results showed that young children's attributions are different from those subsumed under adult models and that there were significant sex, but not ethnic, differences in the attributional styles employed. Boys exhibited a self-enhancing pattern of attributions, whereas girls' attributions were self-derogating. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Investigated the effectiveness of a social-support oriented intervention program for incoming university students. The intervention involved 9 group discussion sessions, implemented in each of 6 different small groups, and covering the beginning to the middle of the students' first academic year. 50 first-year students participating in 6 groups showed better adjustment to university and fewer behavioral problems compared with a randomly assigned control group of 46 students at a follow-up evaluation conducted at the end of the year. From the set of 9 adjustment measures, consistent findings involving significant effects or interactions of group were found on 5 measures. Specifically, on average those in the intervention group scored higher on university adjustment, and were less likely to skip classes and to report smoking, than those in the control group. For women, but not for men, the intervention group was also less likely to be depressed and reported higher levels of social support than did the control group. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
An examination of emotions reported on 12 million personal blogs along with a series of surveys and laboratory experiments shows that the meaning of happiness is not fixed; instead, it systematically shifts over the course of one’s lifetime.Whereas younger people are more likely to associate happiness with excitement, as they get older, they become more likely to associate happiness with peacefulness. This change appears to be driven by a redirection of attention from the future to the present as people age. The dynamic of what happiness means has broad implications, from purchasing behavior to ways to increase one’s happiness.
The sources of stress (academics, financial, family, social, and daily hassles) and coping strategies (self-help, approach,
accommodation, avoidance, and self-punishment) of 166 college students were examined. The relationship between sex, specific
sources of stress, and coping strategies was also investigated. Students completed a stress assessment inventory and a stress
coping inventory based on a 5-factor revised COPE model (Zuckerman and Gagne Journal of Research in Personality, 37:169–204,
2003). Results found that college women reported a higher overall level of stress and greater use of emotion-focused coping
strategies than college men. College men and women also reported different coping strategies for different stressors; however
the use of emotion-focused coping strategies dominated over problem-solving strategies for both men and women. These results
have implications for designing stress reduction workshops that build on the existing adaptive emotion-focused strategies
of college students.
The role of gender in shaping achievement motivation has a long history in psychological and educational research. In this review, gender differences in motivation are examined using four contemporary theories of achievement motivation, including attribution, expectancy-value, self-efficacy, and achievement goal perspectives. Across all theories, findings indicate girls' and boys' motivation-related beliefs and behaviors continue to follow gender role stereotypes. Boys report stronger ability and interest beliefs in mathematics and science, whereas girls have more confidence and interest in language arts and writing. Gender effects are moderated by ability, ethnicity, socioeconomic status, and classroom context. Additionally, developmental research indicates that gender differences in motivation are evident early in school, and increase for reading and language arts over the course of school. The role of the home and school environment in the development of these gender patterns is examined. Important implications for school professionals are highlighted.
Standardized tests continue to generate gender and race gaps in achievement despite decades of national attention. Research on “stereotype threat” (Steele & Aronson, 1995) suggests that these gaps may be partly due to stereotypes that impugn the math abilities of females and the intellectual abilities of Black, Hispanic, and low-income students. A field experiment was performed to test methods of helping female, minority, and low-income adolescents overcome the anxiety-inducing effects of stereotype threat and, consequently, improve their standardized test scores. Specifically, seventh-grade students in the experimental conditions were mentored by college students who encouraged them either to view intelligence as malleable or to attribute academic difficulties in the seventh grade to the novelty of the educational setting. Results showed that females in both experimental conditions earned significantly higher math standardized test scores than females in the control condition. Similarly, the students—who were largely minority and low-income adolescents—in the experimental conditions earned significantly higher reading standardized test scores than students in the control condition.
This study reports an investigation into the sources and levels of stress in relation to locus of control and self esteem in university students. Two stress questionnaires (ASQ and LSQ) were used to assess students’ stress. The first deals with academic sources of stress, and the second assesses the student's life stress levels. The achievement scale of the Multidimensional Multi‐attributional Scale Causality (MMCS) was used to measure locus of control, and the Rosenberg Self Esteem Scale to assess students’ self esteem. The study sample consisted of 675 (202 males and 473 females) second‐year undergraduate students. The results indicated that examination and examination results were the highest causes of stress in students, followed by studying for exams, too much to do and the amount to learn, respectively. Results showed that 77.6% and 10.4% of the students fall into the moderate and serious stress categories, respectively, and that there were significant differences between females and males students in both academic and life stress, with female students more stressed than males. Results also indicated a significant positive correlation between locus of control and academic stress, suggesting that students with external beliefs are more stressed than those with internal. A significant negative correlation between self esteem and both academic and life stress emerged, indicating that students with high self esteem are less stressed than are those with low.