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Teaching is a demanding profession and maintaining teacher wellbeing is significant in ensuring educational quality. However, teacher wellbeing is easily affected by educational reforms, and systematic research on this topic is still relatively rare. In China, with the enactment of the Double Reduction Policy in 2021, the job characteristics of primary and secondary school teachers have undergone various changes. Thus, the current study examined the new job characteristics that China's Double Reduction Policy imposed on the wellbeing of school teachers and their relationships with teachers' inner world (i.e., emotional regulation and mindset). A cross-sectional study was carried out from June to October 2022 across China, employing self-reporting questionnaires for data collection and analysis. With a random sample of 902 teachers, we investigated the associations between teacher wellbeing, job characteristics, emotional regulation strategies, and mindset. The results indicated that teachers showed a lower level of wellbeing after the educational reform. Higher job resources contributed positively to predicting teacher wellbeing, while higher job demands contributed negatively. Genuinely expressing had positive impacts on teacher wellbeing while surface acting had negative impacts and deep acting none. Mindset was found to affect emotional regulation strategies and teacher wellbeing simultaneously. These findings shed light on how teachers can appropriately regulate emotions and maintain wellbeing in the wake of educational reforms. [ABSTRACT FROM AUTHOR]

Background: Recent studies have shown an association between psychological distress and emotion malleability beliefs, meaning mindsets about whether one’s emotions are fixed or changeable. However, most studies have not examined the association between these beliefs and sociodemographic factors. Methods: A nationwide cross-sectional Internet survey of residents of Japan aged 15–79 years was conducted using sampling weights for national estimates to investigate the association between emotion malleability beliefs and sociodemographic factors and between fixed beliefs and severe psychological distress (SPD). SPD was defined as a Kessler 6 Scale score of ≥13. Adjusted odds ratios for SPD were calculated considering potential confounders. Further analyses were stratified by sex, age and presence of any psychiatric disorder. Results: The analysis included 23,142 participants (female, 48.64%). Fixed beliefs were associated with female sex, age < 45 years, and presence of psychiatric disorders. These beliefs were associated with SPD, and additional analysis showed stronger associations with SPD among female respondents, respondents aged 45–59 years, and those aged ≥60 years. Conclusion: Results indicate that female sex, age < 45 years, and current mental disorders were associated with fixed emotion malleability beliefs. Associations between fixed emotion malleability beliefs and SPD were particularly strong among female respondents and people aged ≥45 years compared with the general population. Our study extends the association between emotion malleability beliefs and psychological health to the general population. Future studies should explore mechanisms underlying individual differences in emotion beliefs. [ABSTRACT FROM AUTHOR]

Performance psychology has increased in usage and popularity; however, we contend that within the elite spheres of the military, there is a need for research and development to fit the context and environment. In this study, we describe an explorative case study on the integration of mental skill training techniques to an advanced sniper course in the Norwegian Armed Forces. We evaluate the impact through triangulation and examine results on the course, perceptions of the participants, and observations from the instructors. In addition, we conducted a 1-year follow-up to get participants' experience of translating the skills beyond the course. The results show that the mental skill training package influenced both results and performance in a positive manner; however, as a novel field, further research is warranted to establish a best practice to enhance performance for elite military forces. [ABSTRACT FROM AUTHOR]

It is important to understand factors that make one more or less vulnerable to the harmful effects of social threat. This study focuses on the role of implicit theories (also referred to as mindsets) in shaping responses to a potent form of social threat, namely social-evaluative threat (SET). 124 individuals participated in an experimental study in which they were induced to have an incremental theory or an entity theory about their social skills. Next, they were exposed to SET in the laboratory. Psychological and physiological responses were assessed including social self-esteem, rumination, spontaneous mentions of concerns about one's social skills, and heart-rate variability. Compared to those induced to have entity theories, those induced to have incremental theories were buffered from the typical harmful effects of SET on social self-esteem, rumination, and concerns about their social skills. The association between implicit theories and heart-rate variability fell just short of significance. [ABSTRACT FROM AUTHOR]

It is important to understand factors that make one more or less vulnerable to the harmful effects of social threat. This study focuses on the role of implicit theories (also referred to as mindsets) in shaping responses to a potent form of social threat, namely social-evaluative threat (SET). 124 individuals participated in an experimental study in which they were induced to have an incremental theory or an entity theory about their social skills. Next, they were exposed to SET in the laboratory. Psychological and physiological responses were assessed including social self-esteem, rumination, spontaneous mentions of concerns about one’s social skills, and heart-rate variability. Compared to those induced to have entity theories, those induced to have incremental theories were buffered from the typical harmful effects of SET on social self-esteem, rumination, and concerns about their social skills. The association between implicit theories and heart-rate variability fell just short of significance.

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. [ABSTRACT FROM AUTHOR]

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.

We studied the relationships between entrepreneurship education and entrepreneurial intention among college students, with a focus on the mediating role of an entrepreneurial mindset as well as the moderating roles of learning motivation and prior entrepreneurial exposure. More than 90,000 students from 100 colleges or universities participated in the investigation, the data were subjected to structural equation modeling with Mplus. The results indicated that entrepreneurship education (curriculum attendance and extracurricular activity) significantly enhanced the entrepreneurial mindset of students, which, in turn, strengthened their entrepreneurial intention. In terms of learning, intrinsic motivation positively moderated the relationships between curriculum attendance and entrepreneurial intention/mindset, whereas extrinsic motivation moderated it negatively. Entrepreneurial exposure positively moderated the correlation between extracurricular activity and academic performance. Implications concerning the adjustment of entrepreneurship education to the entrepreneurial climate are discussed.

Uncertainty caused by frequent earthquakes can permanently reshape people's time preferences, forcing them to confront the question of whether to "save for a rainy day" or "live in the moment." Focusing on China, this study empirically analyzes the effect of earthquake frequency on local residents' time preferences, using seismic data from 780 BCE to 1970 CE matched to the China Family Panel Studies (2010) database (CFPS). The results show that uncertainty arising from earthquakes continuously influences residents' time preferences and behavior. Specifically, in regions with a higher earthquake frequency, residents' saving rate is lower and households' consumption level is higher, suggesting that people exposed to frequent earthquakes pay more attention to the present than the future. The results further show that residents' education investment level and average education level are lower in higher earthquake frequency regions. The empirical evidence demonstrates that differences in mindset are the primary reason for the observed regional differences in consumption, savings and education. The results of a series of robustness tests demonstrate the robustness of the above-listed findings. This research sheds new light on the relationship between natural disasters and human time preferences. [ABSTRACT FROM AUTHOR]

Digital literacy is becoming more important because of the skillset of functioning in online is becoming a necessary skill set in daily life. The purpose of this study was to examine the association between loneliness and digital literacy and the mediation effect of motivation in that association. Also, this study examined the moderating effect of mindset in the meditation effect of motivation in the association between loneliness and digital literacy. 287 respondents were recruited from online survey in United States. To investigate the direct effect of loneliness on digital literacy, the mediating effect of motivation, and the moderating of mindset on the mediating effect, this research employed a mediated moderation model. The findings of this research suggest that prevention-focused motivation mediated the effect of loneliness on digital literacy and the effect was moderated by a fixed mindset (as opposed to a growth mindset). The result of the study contributes to the literature by examining how loneliness could impede acquiring digital literacy through prevention-focused motivation and fixed mindset. [ABSTRACT FROM AUTHOR]

Digital literacy is becoming more important because of the skillset of functioning in online is becoming a necessary skill set in daily life. The purpose of this study was to examine the association between loneliness and digital literacy and the mediation effect of motivation in that association. Also, this study examined the moderating effect of mindset in the meditation effect of motivation in the association between loneliness and digital literacy. 287 respondents were recruited from online survey in United States. To investigate the direct effect of loneliness on digital literacy, the mediating effect of motivation, and the moderating of mindset on the mediating effect, this research employed a mediated moderation model. The findings of this research suggest that prevention-focused motivation mediated the effect of loneliness on digital literacy and the effect was moderated by a fixed mindset (as opposed to a growth mindset). The result of the study contributes to the literature by examining how loneliness could impede acquiring digital literacy through prevention-focused motivation and fixed mindset.

Research on the joint effect of multiple motives for studying was recently given a push in a new direction with the introduction of the motivational mindset model (MMM). This model contributes to a better understanding of study success and student wellbeing in higher education. The aim of the present study is to validate the newly developed model and the associated mindset classification tool (MCT). To this end, 662 first-year university students were classified in one of the four types of motivational mindset using the classification tool and three exploratory validation procedures were conducted through sense of purpose, study engagement, and students' background characteristics in terms of gender and ethnicity. Both purpose and study engagement are central dimensions of student wellbeing and predictors of study success. The results show that (1) sense of purpose and study engagement differ across the four types of mindset, (2) students in the low-impact mindset show the least optimal pattern of study engagement and sense of purpose, (3) sense of purpose and study engagement are positively related and this relationship is consistent across mindsets, and (4) overall differences in purpose and study engagement between gender and ethnic subgroups stem from one specific type of motivational mindset. The results provide support for the validity of the MMM and the usefulness of the MCT. The implications of the findings are discussed as well as promising avenues for future research. [ABSTRACT FROM AUTHOR]

Implicit theories refer to two assumptions that people make about the malleability of one's ability. Previous studies have argued that incremental theorists (who believe that ability is malleable) are more adaptive than entity theorists (who believe that ability is fixed) when facing achievement setbacks. In the present research, we assumed that the adaptive implicit theory would be different when people could choose from a wider range of tasks. It was hypothesized that incremental theorists would sustain their efforts in the first task even when it was difficult, whereas entity theorists would try to find the most appropriate task. In a pair of laboratory experiments, participants had to maximize their outcomes when allowed to choose a task to engage in, from two options. When participants were allowed to practice the two tasks (Study 1), incremental theorists tended to allocate their effort solely to the first task, whereas entity theorists tended to put equal effort into both. When participants were informed that they could switch from the assigned task (Study 2), incremental theorists tended to persist in the first task regardless of its difficulty, whereas entity theorists tended to switch more quickly if the task was difficult. These results supported our hypothesis of two effort allocation strategies and implied that, in certain situations, entity theorists could be more adaptive than incremental theorists. Based on these findings, we conducted a social survey on the difficulty of switching tasks with a real-life setting as an environmental factor that determines the adaptive implicit theory (Study 3). It was revealed that the academic performance of incremental and entity theorists was moderated by the difficulty of switching tasks in their learning environment at school. Cultural differences in implicit theories may be explained by differences in the difficulty of switching tasks in education and career choices in each society. [ABSTRACT FROM AUTHOR]

This study aims to investigate the relationship between mindset and impostor phenomenon, via the explanatory role of fear of failure and goal orientation in the work domain. Only one known study has previously connected mindset and impostor phenomenon in the scientific literature among females in a university setting. Data was collected from 201 working adults, with a roughly equal male-female ratio, from a range of sectors in the United Kingdom, Ireland, and United States. Participants completed an online survey comprising the Implicit Theories of Intelligence Scale, the Performance Failure Appraisal Inventory, Work Domain Goal Orientation Instrument, and the Clance Impostor Phenomenon Scale (CIPS). We tested a serial-parallel mediation model using structural equation modeling. The results suggest that people with a fixed mindset tend to experience more impostor phenomenon at work and this relationship is predominantly explained by their fear of failure. Further, when employees are also motivated by a performance avoid goal orientation, the relationship increases in strength. This indirect relationship suggests that staff training, and coaching interventions designed to increase people's belief that they can develop their abilities results in a reduction of their fear of failure and in their motivation to want to avoid showing their inability at work. The results also suggest cultivating environments that promote a growth mindset and learning goal orientation, alongside the safety to fail, could lessen the negative effects of having a fixed mindset, reduce fear of failure, and alleviate impostor phenomenon's negative impact on employee career development and wellbeing. [ABSTRACT FROM AUTHOR]

This paper investigates mindsets about the process of health behaviors—the extent to which people associate physical activity and healthy eating with appealing (pleasurable, fun, indulgent) versus unappealing (unpleasant, boring, depriving) qualities—to promote greater engagement. Study 1 (N = 536) examined how mindsets about physical activity and healthy eating relate to current and future health behavior. Study 2 (N = 149) intervened in actual fitness classes to compare the effects of brief appeal-focused and health-focused interventions on mindsets about physical activity and class engagement. Study 3 (N = 140) designed nutrition education classes that emphasized either the appeal or the importance of fruits and vegetables for health and compared its effects on mindsets about healthy eating and actual fruit and vegetable consumption. Holding more appealing mindsets about health behaviors predicts subsequent physical activity and healthy eating (Study 1). An intervention targeting mindsets about the appeal of physical activity promotes greater participation in fitness classes than emphasizing the importance of meeting activity guidelines (Study 2). Proposed version 2: Meanwhile, interventions targeting mindsets about the appeal of healthy eating increases in-class fruit and vegetable selection more than emphasizing the importance of eating nutritious foods (Study 3), however additional work is needed to sustain such changes in eating behavior. These studies suggest mindsets about the process of health behaviors can be influential and changeable factors in motivating physical activity and healthy eating. [ABSTRACT FROM AUTHOR]

Research on the joint effect of multiple motives for studying was recently given a push in a new direction with the introduction of the motivational mindset model (MMM). This model contributes to a better understanding of study success and student wellbeing in higher education. The aim of the present study is to validate the newly developed model and the associated mindset classification tool (MCT). To this end, 662 first-year university students were classified in one of the four types of motivational mindset using the classification tool and three exploratory validation procedures were conducted through sense of purpose, study engagement, and students’ background characteristics in terms of gender and ethnicity. Both purpose and study engagement are central dimensions of student wellbeing and predictors of study success. The results show that (1) sense of purpose and study engagement differ across the four types of mindset, (2) students in the low-impact mindset show the least optimal pattern of study engagement and sense of purpose, (3) sense of purpose and study engagement are positively related and this relationship is consistent across mindsets, and (4) overall differences in purpose and study engagement between gender and ethnic subgroups stem from one specific type of motivational mindset. The results provide support for the validity of the MMM and the usefulness of the MCT. The implications of the findings are discussed as well as promising avenues for future research.

Implicit theories refer to two assumptions that people make about the malleability of one’s ability. Previous studies have argued that incremental theorists (who believe that ability is malleable) are more adaptive than entity theorists (who believe that ability is fixed) when facing achievement setbacks. In the present research, we assumed that the adaptive implicit theory would be different when people could choose from a wider range of tasks. It was hypothesized that incremental theorists would sustain their efforts in the first task even when it was difficult, whereas entity theorists would try to find the most appropriate task. In a pair of laboratory experiments, participants had to maximize their outcomes when allowed to choose a task to engage in, from two options. When participants were allowed to practice the two tasks (Study 1), incremental theorists tended to allocate their effort solely to the first task, whereas entity theorists tended to put equal effort into both. When participants were informed that they could switch from the assigned task (Study 2), incremental theorists tended to persist in the first task regardless of its difficulty, whereas entity theorists tended to switch more quickly if the task was difficult. These results supported our hypothesis of two effort allocation strategies and implied that, in certain situations, entity theorists could be more adaptive than incremental theorists. Based on these findings, we conducted a social survey on the difficulty of switching tasks with a real-life setting as an environmental factor that determines the adaptive implicit theory (Study 3). It was revealed that the academic performance of incremental and entity theorists was moderated by the difficulty of switching tasks in their learning environment at school. Cultural differences in implicit theories may be explained by differences in the difficulty of switching tasks in education and career choices in each society.

This study aims to investigate the relationship between mindset and impostor phenomenon, via the explanatory role of fear of failure and goal orientation in the work domain. Only one known study has previously connected mindset and impostor phenomenon in the scientific literature among females in a university setting. Data was collected from 201 working adults, with a roughly equal male-female ratio, from a range of sectors in the United Kingdom, Ireland, and United States. Participants completed an online survey comprising the Implicit Theories of Intelligence Scale, the Performance Failure Appraisal Inventory, Work Domain Goal Orientation Instrument, and the Clance Impostor Phenomenon Scale (CIPS). We tested a serial-parallel mediation model using structural equation modeling. The results suggest that people with a fixed mindset tend to experience more impostor phenomenon at work and this relationship is predominantly explained by their fear of failure. Further, when employees are also motivated by a performance avoid goal orientation, the relationship increases in strength. This indirect relationship suggests that staff training, and coaching interventions designed to increase people’s belief that they can develop their abilities results in a reduction of their fear of failure and in their motivation to want to avoid showing their inability at work. The results also suggest cultivating environments that promote a growth mindset and learning goal orientation, alongside the safety to fail, could lessen the negative effects of having a fixed mindset, reduce fear of failure, and alleviate impostor phenomenon’s negative impact on employee career development and wellbeing.

This paper investigates mindsets about the process of health behaviors—the extent to which people associate physical activity and healthy eating with appealing (pleasurable, fun, indulgent) versus unappealing (unpleasant, boring, depriving) qualities—to promote greater engagement. Study 1 (N = 536) examined how mindsets about physical activity and healthy eating relate to current and future health behavior. Study 2 (N = 149) intervened in actual fitness classes to compare the effects of brief appeal-focused and health-focused interventions on mindsets about physical activity and class engagement. Study 3 (N = 140) designed nutrition education classes that emphasized either the appeal or the importance of fruits and vegetables for health and compared its effects on mindsets about healthy eating and actual fruit and vegetable consumption. Holding more appealing mindsets about health behaviors predicts subsequent physical activity and healthy eating (Study 1). An intervention targeting mindsets about the appeal of physical activity promotes greater participation in fitness classes than emphasizing the importance of meeting activity guidelines (Study 2). Meanwhile, interventions targeting mindsets about the appeal of healthy eating increases in-class fruit and vegetable selection more than emphasizing the importance of eating nutritious foods (Study 3), however additional work is needed to sustain such changes in eating behavior. These studies suggest mindsets about the process of health behaviors can be influential and changeable factors in motivating physical activity and healthy eating.

Despite large literature on Cross-Cultural Competence (3C) there is a gap in understanding learning processes and mechanisms by which people arrive at successful 3C. We present a novel perspective for 3C learning and decision-making in innovative assessment contexts. We use Mindset theory (i.e., believing ability is fixed or changeable) because it is shown to be a powerful motivator for general learning and performance and in cross-cultural contexts. We propose the notion of cultural mindsets – beliefs, affect, and cognition that govern how people adapt, learn, and update cultural information. To understand how cultural mindset affects learning and performance, we apply computational cognitive modeling using Markov decision process (MDP). Using logfile data from an interactive 3C task, we operationalize behavioral differences in actions and decision making based on Mindset theory, developing cognitive models of fixed and malleable cultural mindsets based on mechanisms of initial beliefs, goals, and belief updating. To explore the validity of our theory, we develop computational MDP models, generate simulated data, and examine whether performance patterns fit our expectations. We expected the malleable cultural mindset would be better at learning the cultural norms in the assessment, more persistent in cultural interactions, quit less before accomplishing the task goal, and would be more likely to modify behavior after negative feedback. We find evidence of distinct patterns of cultural learning, decision-making, and performance with more malleable cultural mindsets showing significantly greater cultural learning, persistence, and responsiveness to feedback, and more openness to exploring current cultural norms and behavior. Moreover, our model was supported in that we were able to accurately classify 83% of the simulated records from the generating model. We argue that cultural mindsets are important mechanisms involved in effectively navigating cross-cultural situations and should be considered in a variety of areas of future research including education, business, health, and military institutions.

This study aimed to assess the congruencies and discrepancies between mindset domains in relation to well-being and sought to demonstrate that mindset falls into the characteristic adaptation level of personality. Data (N = 618, Mage = 16.07, SDage = 0.99) from Wave 1 of a longitudinal study on primarily ethnic-minority adolescents were used in response surface analyses to examine the effects of (in)congruence on well-being. The response surface analyses suggested no overall congruence effect between moral and ability mindsets. However, two-thirds of the participants demonstrated differing levels of mindsets, highlighting the domain specificity of mindsets. Results suggest that mindsets are contextual, domain-specific constructs, suiting the characteristic adaptation level of personality. Congruence for moral and ability mindset does not affect adolescent well-being.

Despite large literature on Cross-Cultural Competence (3C) there is a gap in understanding learning processes and mechanisms by which people arrive at successful 3C. We present a novel perspective for 3C learning and decision-making in innovative assessment contexts. We use Mindset theory (i.e., believing ability is fixed or changeable) because it is shown to be a powerful motivator for general learning and performance and in cross-cultural contexts. We propose the notion of cultural mindsets – beliefs, affect, and cognition that govern how people adapt, learn, and update cultural information. To understand how cultural mindset affects learning and performance, we apply computational cognitive modeling using Markov decision process (MDP). Using logfile data from an interactive 3C task, we operationalize behavioral differences in actions and decision making based on Mindset theory, developing cognitive models of fixed and malleable cultural mindsets based on mechanisms of initial beliefs, goals, and belief updating. To explore the validity of our theory, we develop computational MDP models, generate simulated data, and examine whether performance patterns fit our expectations. We expected the malleable cultural mindset would be better at learning the cultural norms in the assessment, more persistent in cultural interactions, quit less before accomplishing the task goal, and would be more likely to modify behavior after negative feedback. We find evidence of distinct patterns of cultural learning, decision-making, and performance with more malleable cultural mindsets showing significantly greater cultural learning, persistence, and responsiveness to feedback, and more openness to exploring current cultural norms and behavior. Moreover, our model was supported in that we were able to accurately classify 83% of the simulated records from the generating model. We argue that cultural mindsets are important mechanisms involved in effectively navigating cross-cultural situations and should be considered in a variety of areas of future research including education, business, health, and military institutions. [ABSTRACT FROM AUTHOR]

This study aimed to assess the congruencies and discrepancies between mindset domains in relation to well-being and sought to demonstrate that mindset falls into the characteristic adaptation level of personality. Data (N = 618, M age = 16.07, SD age = 0.99) from Wave 1 of a longitudinal study on primarily ethnic-minority adolescents were used in response surface analyses to examine the effects of (in)congruence on well-being. The response surface analyses suggested no overall congruence effect between moral and ability mindsets. However, two-thirds of the participants demonstrated differing levels of mindsets, highlighting the domain specificity of mindsets. Results suggest that mindsets are contextual, domain-specific constructs, suiting the characteristic adaptation level of personality. Congruence for moral and ability mindset does not affect adolescent well-being. [ABSTRACT FROM AUTHOR]

Personality changes throughout the life course and change is often caused by environmental influences, such as critical life events. In the present study, we investigate personality trait development in emerging adulthood as a result of experiencing two major life events: graduating from school and moving away from home. Thereby, we examined the occurrence of the two life events per se and the subjective perception of the critical life event in terms of valence. In addition, we postulate a moderation effect of the construct of mindset, which emphasizes that beliefs over the malleability of global attributes can be seen as predictors of resilience to challenges. This suggests that mindset acts as a buffer for these two distinct events. In a large longitudinal sample of 1,243 people entering adulthood, we applied latent structural equation modeling to assess mean-level changes in the Big Five, the influence of life events per se, the subjective perception of life events, and a moderating role of mindset. In line with maturity processes, results showed significant mean-level changes in all Big Five traits. While no changes in the Big Five dimensions were noted when the mere occurrence of an event is assessed, results indicated a greater increase in extraversion and diminished increase in emotional stability when we accounted for the individual's (positive/negative) perception of the critical life event. In case of extraversion, this also holds true for the moderator mindset. Our findings contribute valuable insights into the relevance of subjective appraisals to life events and the importance of underlying processes to these events.

Personality changes throughout the life course and change is often caused by environmental influences, such as critical life events. In the present study, we investigate personality trait development in emerging adulthood as a result of experiencing two major life events: graduating from school and moving away from home. Thereby, we examined the occurrence of the two life events per se and the subjective perception of the critical life event in terms of valence. In addition, we postulate a moderation effect of the construct of mindset, which emphasizes that beliefs over the malleability of global attributes can be seen as predictors of resilience to challenges. This suggests that mindset acts as a buffer for these two distinct events. In a large longitudinal sample of 1,243 people entering adulthood, we applied latent structural equation modeling to assess mean-level changes in the Big Five, the influence of life events per se , the subjective perception of life events, and a moderating role of mindset. In line with maturity processes, results showed significant mean-level changes in all Big Five traits. While no changes in the Big Five dimensions were noted when the mere occurrence of an event is assessed, results indicated a greater increase in extraversion and diminished increase in emotional stability when we accounted for the individual's (positive/negative) perception of the critical life event. In case of extraversion, this also holds true for the moderator mindset. Our findings contribute valuable insights into the relevance of subjective appraisals to life events and the importance of underlying processes to these events. [ABSTRACT FROM AUTHOR]

First-year university students have multiple motives for studying and these motives may interact. Yet, past research has primarily focused on a variable-centered, dimensional approach missing out on the possibility to study the joint effect of multiple motives that students may have. Examining the interplay between motives is key to (a) better explain student differences in study success and wellbeing, and (b) to understand different effects that interventions can have in terms of wellbeing and study success. We therefore applied a student-centered, multidimensional approach in which we explored motivational profiles of first-year university students by combining three dimensions of motives for studying (self-transcendent, self-oriented, and extrinsic) which have been shown to be differently related to academic functioning. Using cluster analysis in two independent, consecutive university student cohorts (n = 763 and n = 815), we identified four meaningful profiles and coined them motivational mindsets. We validated the four mindset profiles not only within each student sample but also found almost identical profiles between the student samples. The motivational mindset profiles were labeled: high-impact mindset, low-impact mindset, social-impact mindset, and self-impact mindset. In addition to validating the paradigm, we developed a mindset classification tool to further use these mindsets in practice and in future research.

Given that little is known how peer feedback reflects adolescents’ academic well-being in different cultures, this study investigates, by means of multiple-group structural equation modeling (SEM), the influence of peer feedback on the mindset and academic motivation of Chinese (N = 992) and Finnish (N = 870) students in the fourth to the ninth school grades. Within this investigation, we also explore the culture-invariant and culture-dependent nature of student feedback, mindset and academic motivation. The results indicate that the way students praise their peers in their feedback primes and modifies their mindsets and academic motivation. Person-focused praise reflects a fixed mindset and negative academic motivation (i.e., avoidance), whereas process-focused praise undermines negative academic motivation. The pupils in the two samples had growth mindsets. However, the Finnish students preferred to bestow neutral praise and to be more negative with regard to their academic motivation whereas the Chinese students favored process- and person-focused praise, the former reflecting not only their growth mindset but also their positive academic motivation (i.e., trying).

Mindset is a term commonly used to represent an individual’s beliefs about the role of ability and effort in learning. In this study, we assessed parental mindset—ability mindset and effort mindset—for 497 parents in two countries (United States and Denmark), all of whom had at least one child between 3 and 5 years of age. Of primary interest was assessing the relations between parental mindset and home-learning activities of four types: family learning activities, learning extensions, parental time investment, and parental school involvement. Findings showed that parents in the United States and Denmark held similar ability and effort mindsets, but differed significantly in home-learning activities, with US parents providing significantly more family learning activities, learning extensions, and parental time investment than Danish parents, although the latter had significantly higher levels of school investment. Furthermore, findings showed that parents’ effort mindset was a significant predictor of family learning activities and parental time investment and that country moderated the relations between effort mindset and parental time investment. For US parents, higher levels of effort mindset were associated with higher levels of parental time investment, but this was not the case for Danish parents. We call for experimental work to determine the causal relations between parental mindset and home-learning activities, and rigorous cross-cultural research to explore the universality of parental mindset in distinctive cultural settings.

Research in social psychology demonstrates that physical environmental factors – or “artifacts” such as provider clothing and office décor – can influence health outcomes. However, the role of artifacts in augmenting or diminishing health outcomes is under-explored in the burgeoning discipline of placebo studies. In this paper, we argue that a careful consideration of artifacts may carry significant potential in informing how placebo effects can be maximized, and nocebo effects minimized in clinical settings. We discuss the potential mechanisms, including classical conditioning, response expectancy, and mindsets, by which artifacts might enhance or diminish these effects. Next, we propose testable hypotheses to investigate how placebo and nocebo effects might be elicited by artifacts in care settings, and conclude by providing innovative research designs to advance this novel research agendum.

First-year university students have multiple motives for studying and these motives may interact. Yet, past research has primarily focused on a variable-centered, dimensional approach missing out on the possibility to study the joint effect of multiple motives that students may have. Examining the interplay between motives is key to (a) better explain student differences in study success and wellbeing, and (b) to understand different effects that interventions can have in terms of wellbeing and study success. We therefore applied a student-centered, multidimensional approach in which we explored motivational profiles of first-year university students by combining three dimensions of motives for studying (self-transcendent, self-oriented, and extrinsic) which have been shown to be differently related to academic functioning. Using cluster analysis in two independent, consecutive university student cohorts (n = 763 and n = 815), we identified four meaningful profiles and coined them motivational mindsets. We validated the four mindset profiles not only within each student sample but also found almost identical profiles between the student samples. The motivational mindset profiles were labeled: high-impact mindset, low-impact mindset, social-impact mindset, and self-impact mindset. In addition to validating the paradigm, we developed a mindset classification tool to further use these mindsets in practice and in future research. [ABSTRACT FROM AUTHOR]

Research in social psychology demonstrates that physical environmental factors – or "artifacts" such as provider clothing and office décor – can influence health outcomes. However, the role of artifacts in augmenting or diminishing health outcomes is under-explored in the burgeoning discipline of placebo studies. In this paper, we argue that a careful consideration of artifacts may carry significant potential in informing how placebo effects can be maximized, and nocebo effects minimized in clinical settings. We discuss the potential mechanisms, including classical conditioning, response expectancy, and mindsets, by which artifacts might enhance or diminish these effects. Next, we propose testable hypotheses to investigate how placebo and nocebo effects might be elicited by artifacts in care settings, and conclude by providing innovative research designs to advance this novel research agendum. [ABSTRACT FROM AUTHOR]

Mindset is a term commonly used to represent an individual’s beliefs about the role of ability and effort in learning. In this study, we assessed parental mindset—ability mindset and effort mindset—for 497 parents in two countries (United States and Denmark), all of whom had at least one child between 3 and 5 years of age. Of primary interest was assessing the relations between parental mindset and home-learning activities of four types: family learning activities, learning extensions, parental time investment, and parental school involvement. Findings showed that parents in the United States and Denmark held similar ability and effort mindsets, but differed significantly in homelearning activities, with US parents providing significantly more family learning activities, learning extensions, and parental time investment than Danish parents, although the latter had significantly higher levels of school investment. Furthermore, findings showed that parents’ effort mindset was a significant predictor of family learning activities and parental time investment and that country moderated the relations between effort mindset and parental time investment. For US parents, higher levels of effort mindset were associated with higher levels of parental time investment, but this was not the case for Danish parents. We call for experimental work to determine the causal relations between parental mindset and home-learning activities, and rigorous cross-cultural research to explore the universality of parental mindset in distinctive cultural settings. [ABSTRACT FROM AUTHOR]

It is often assumed that having a choice in the learning process may benefit performance and learning. Concomitantly, it is believed that learning choices (e.g., seeking critical or confirmatory feedback) are due to mindset. However, the relation between choices and mindset is still a matter of debate: it is not known whether mindset interferes with the decision to seek critical feedback, the response to critical feedback, or both. This experiment investigates for the first time whether feedback valence agency moderates the effect of mindset on the relation between learning behaviors and learning outcomes. Participants were n = 120 pre-service teachers who were randomly assigned to one of two conditions, Choose (n = 68) and Assign (n = 52), and designed three posters in Posterlet, a game that assessed their learning behaviors (critical feedback and revising) and poster performance. Then, they completed a learning post-test that also included a mindset survey. Results reveal similar non-significant correlation patterns of mindset with learning behaviors and learning outcomes in both conditions. Feedback valence agency (i.e., condition) moderates the effect of growth mindset on the relation between revision and performance: students who choose to revise their posters more often (i.e., at least twice) perform significantly better when they endorse higher rather than lower levels of growth mindset but only when feedback valence is chosen rather than assigned. Theoretical implications indicate that feedback valence agency moderates the effect of growth mindset in driving how students respond to their own learning choices to improve their performance.

It is often assumed that having a choice in the learning process may benefit performance and learning. Concomitantly, it is believed that learning choices (e.g., seeking critical or confirmatory feedback) are due to mindset. However, the relation between choices and mindset is still a matter of debate: it is not known whether mindset interferes with the decision to seek critical feedback, the response to critical feedback, or both. This experiment investigates for the first time whether feedback valence agency moderates the effect of mindset on the relation between learning behaviors and learning outcomes. Participants were n = 120 pre-service teachers who were randomly assigned to one of two conditions, Choose (n = 68) and Assign (n = 52), and designed three posters in Posterlet, a game that assessed their learning behaviors (critical feedback and revising) and poster performance. Then, they completed a learning post-test that also included a mindset survey. Results reveal similar non-significant correlation patterns of mindset with learning behaviors and learning outcomes in both conditions. Feedback valence agency (i.e., condition) moderates the effect of growth mindset on the relation between revision and performance: students who choose to revise their posters more often (i.e., at least twice) perform significantly better when they endorse higher rather than lower levels of growth mindset but only when feedback valence is chosen rather than assigned. Theoretical implications indicate that feedback valence agency moderates the effect of growth mindset in driving how students respond to their own learning choices to improve their performance. [ABSTRACT FROM AUTHOR]

In this conceptual paper, we propose that both skill set development and mindset development would be desirable dimensions of negotiation training. The second dimension has received little attention thus far, but negotiation mindsets, i.e., the psychological orientations by which people approach negotiations, are likely to have a considerable influence on the outcome of negotiations. Referring to empirical and conceptual mindset studies from outside the negotiation field, we argue that developing mindsets can leverage the effectiveness of skills and knowledge, increase learning transfer, and lead to long-term behavioral changes. We introduce an integrative negotiation mindset that comprises three inclinations which complement each other: a collaborative, a curious, and a creative one. We also discuss activities that help people to develop and enhance this mindset both in and out of the classroom. Our general claim is that by moving beyond the activities of conventional negotiation training, which focuses on skills and knowledge, mindset-oriented negotiation training can increase training effectiveness and enable participants to more often reach what we define as sustainable integrative agreements.

Teaching is a demanding profession and maintaining teacher wellbeing is significant in ensuring educational quality. However, teacher wellbeing is easily affected by educational reforms, and systematic research on this topic is still relatively rare. In China, with the enactment of the Double Reduction Policy in 2021, the job characteristics of primary and secondary school teachers have undergone various changes. Thus, the current study examined the new job characteristics that China's Double Reduction Policy imposed on the wellbeing of school teachers and their relationships with teachers' inner world (i.e., emotional regulation and mindset). A cross-sectional study was carried out from June to October 2022 across China, employing self-reporting questionnaires for data collection and analysis. With a random sample of 902 teachers, we investigated the associations between teacher wellbeing, job characteristics, emotional regulation strategies, and mindset. The results indicated that teachers showed a lower level of wellbeing after the educational reform. Higher job resources contributed positively to predicting teacher wellbeing, while higher job demands contributed negatively. Genuinely expressing had positive impacts on teacher wellbeing while surface acting had negative impacts and deep acting none. Mindset was found to affect emotional regulation strategies and teacher wellbeing simultaneously. These findings shed light on how teachers can appropriately regulate emotions and maintain wellbeing in the wake of educational reforms., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Ao, Zhang, Tian, Zhu and Kang.)

Background: Recent studies have shown an association between psychological distress and emotion malleability beliefs, meaning mindsets about whether one's emotions are fixed or changeable. However, most studies have not examined the association between these beliefs and sociodemographic factors., Methods: A nationwide cross-sectional Internet survey of residents of Japan aged 15-79 years was conducted using sampling weights for national estimates to investigate the association between emotion malleability beliefs and sociodemographic factors and between fixed beliefs and severe psychological distress (SPD). SPD was defined as a Kessler 6 Scale score of ≥13. Adjusted odds ratios for SPD were calculated considering potential confounders. Further analyses were stratified by sex, age and presence of any psychiatric disorder., Results: The analysis included 23,142 participants (female, 48.64%). Fixed beliefs were associated with female sex, age < 45 years, and presence of psychiatric disorders. These beliefs were associated with SPD, and additional analysis showed stronger associations with SPD among female respondents, respondents aged 45-59 years, and those aged ≥60 years., Conclusion: Results indicate that female sex, age < 45 years, and current mental disorders were associated with fixed emotion malleability beliefs. Associations between fixed emotion malleability beliefs and SPD were particularly strong among female respondents and people aged ≥45 years compared with the general population. Our study extends the association between emotion malleability beliefs and psychological health to the general population. Future studies should explore mechanisms underlying individual differences in emotion beliefs., Competing Interests: SI has received honoraria for lectures from Boehringer Ingelheim Pharmaceuticals, Inc., H. Lundbeck A/S, Otsuka Pharmaceutical Co., Ltd., Sumitomo Pharma Co., Ltd., and Takeda Pharmaceutical Company Limited, has received support for attending meetings and/or travel from Boehringer Ingelheim Pharmaceuticals, Inc., H. Lundbeck A/S, and Takeda Pharmaceutical Company Limited, and has received consulting fees from Boehringer Ingelheim Pharmaceuticals, Inc. The remaining authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Sasaki, Okubo, Takeda, Ikezawa, Tabuchi and Shirotsuki.)

The pedagogical beliefs (e.g., beliefs or “mindsets” concerning the malleability of intelligence) that teachers hold may have a far-reaching impact on their teaching behavior. In general, two basic mindsets can be distinguished with regard to the malleability of intelligence: fixed (entity) and growth (incremental). In this article, we present two studies investigating the associations between teachers' mindset and (1) their appraisal of students' achievements and (2) the feedback they provide. Study 1 focuses on the associations between mindset and appraisal. The findings reveal an association between growth mindset and the appraisal of increasing student achievements. Study 2 investigates the impact of teachers' mindset on the amount and type of oral feedback they provide to their students. Contrarily to expectations, the findings reveal a significant negative correlation between mindset and the amount of feedback.