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Background: This study aimed to determine the most significant indicators of positive well-being and understand differences in sources of well-being across different life situations, age groups, genders, and income levels, utilizing a novel measure of positive well-being, the Well-being Balance and Lived Experiences (WBAL) Assessment, which evaluates the frequency of various positive experiences and feelings across a range of activation and arousal levels that have previously been demonstrated to affect subjective well-being and human flourishing. Methods: A sample of 496 evaluable subjects aged 20-69 and census-balanced for gender were recruited from a U.S. population panel. Differences in well-being and sources of well-being were analyzed across subgroups via MANOVA analysis followed by post-hoc ANOVA and Tukey's HSD analyses using Cohen's d to determine size and direction of effects between categorical subgroups. Results: Life situations, including relationship, parenting and employment status, were shown to have a more significant effect on overall well-being than the demographic variables of age, gender and household income. Reported well-being improved significantly with life situations, including companionate relationships (d =0.38, p <0.001) and parenting (d =0.35, p <0.001), that provide greater opportunities for more frequent social connection (d 's=0.25, p <0.01 to 0.62, p <0.001) and purposeful contribution to others' well-being (d 's=0.34 to 0.71, p <0.001), associated with increased feelings of significance (d 's=0.40 to 0.45, p <0.001) and efficacy (d 's=0.37 to 0.44, p <0.001). An age-related positivity effect was observed, with older adults reporting more frequent positive feelings than younger age groups (d =0.31, p <0.01). Measures of mindset positivity, variety of positive experiences and feelings, and frequency and range of positive feelings across arousal levels each corresponded closely with overall well-being. Conclusion: Life situations, including relationship, parenting and employment status, had a more broad and significant effect on wellbeing than age, gender or income. Across life situations, purposeful contribution and social connection, with associated feelings of efficacy and significance were key drivers of differences in well-being. Mindset positivity and variety of positive experiences and feelings correspond closely with overall well-being. Findings from this study can help guide the design and implementation of intervention programs to improve well-being for individuals and targeted subgroups, demonstrating the utility of the WBAL Assessment to evaluate discrete modifiable sources of positive well-being. [ABSTRACT FROM AUTHOR]

The phenomenon of mindset provides a lens to understand more clearly the reasons for, the timing of and the resulting transformation of the Anglican Communion (AC) of its schism. It has been transformed by the interaction between those of a strong conservative mindset and those of a strong progressive mindset. The former are now in schism with those who remain in the AC. The schism is usually explained in terms of opposing doctrinal beliefs and values, which is valid as far as it goes. More fundamental is mindset because it explains why people hold these beliefs and values, which determine how they interact in society. The schism of the AC is chosen as a context or case study to which the scientific research behind mindset is applied. However, it is something that is general and fundamental, which operates in society for both the religious and secular domains. [ABSTRACT FROM AUTHOR]

In 2020, the IEEE/ACM Computing Curricula 2020 report, the ACM/AIS/ISCAP Undergraduate Model Curriculum, and the AASCB Standards for Business Accreditation were all released. Each expands on its predecessor to add aspects of disposition to the knowledge, skills, and capabilities in its curriculum. This curriculum is then used to shape, hone, and prepare graduates. Both the CC2020 and IS2020 reports specifically recommend a competency-based curriculum in which dispositions are both a relatively new addition as well as an addition that may be fraught as the consideration and/or adoption process proceeds. The competency model challenges Information Systems curriculum design in two key aspects that are the subject of this paper. First, the “disposition” dimension poses key challenges in the Information Systems discipline and provides a new area of focus in the literature on Information Systems curriculum development. Second, the inclusion of dispositions in the CC2020/IS2020 competency model provides an opportunity to explore interconnections that can be more informative than course containers, course descriptions, and lists of topics. We promote the uptake of the CC2020/IS2020 competency model by focusing on and advocating for dispositions as a means of accounting for, and designing for, students’ becoming as a complement to students’ application of skills and knowledge in the task environment. The “disposition” component of the competency model promises extended expression, facility of comparison, and clarity in exchange to bring utility and understanding in the Information Systems curriculum development process. [ABSTRACT FROM AUTHOR]

Objective: The purpose of the present study was to investigate the role of entrepreneurship education on entrepreneurial mindset with regard to the mediating role of entrepreneurial attitude and self-efficacy of the second-year vocational school students of Susangerd city. Methods: This research, categorized as applied research based on its purpose, was conducted in a descriptive-survey manner. The statistical population included all associate students of Susangerd city in the 2022-2023 school year. A sample comprising 217 persons, selected based on random sampling method, completed the questionnaire of Vishnu War dana et al. (2020). In order to analyze the data, descriptive statistics and structural equation model (SEM) were used. Results: The findings of the research showed that entrepreneurship training has a positive and significant relationship with entrepreneurial self-efficacy, entrepreneurial attitude and entrepreneurial mindset (p

SYNOPSIS: We conduct an experiment with practicing Big 4 audit seniors and demonstrate that generating counterexplanations for an event in an unrelated task prior to completing audit planning tasks activates a counterfactual mindset that enhances auditors' professional skepticism. This approach to activating professional skepticism can be implemented without auditor training and can be deployed across many different audit tasks. Overall, the experiment indicates that activation of a counterfactual mindset has significant potential to enhance audit quality. [ABSTRACT FROM AUTHOR]

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: The purpose of the present study was to investigate the role of entrepreneurship education on entrepreneurial mindset with regard to the mediating role of entrepreneurial attitude and self-efficacy of the second-year vocational school students of Susangerd city. Methods: This research, categorized as applied research based on its purpose, was conducted in a descriptive-survey manner. The statistical population included all associate students of Susangerd city in the 2022-2023 school year. A sample comprising 217 persons, selected based on random sampling method, completed the questionnaire of Vishnu War dana et al. (2020). In order to analyze the data, descriptive statistics and structural equation model (SEM) were used. Results: The findings of the research showed that entrepreneurship training has a positive and significant relationship with entrepreneurial self-efficacy, entrepreneurial attitude and entrepreneurial mindset (p<0.05). On the other hand, entrepreneurial self-efficacy has a positive and significant relationship with students' entrepreneurial attitude (p≤0.05). In addition, entrepreneurial self-efficacy and entrepreneurial attitude have a large entrepreneurship education effect on the entrepreneurial mindset of second-year vocational school students in the Susangerd city. to fit the model from The GOF index was used, and this index showed that the present study has a favorable fit (GOF=0.29). Conclusion s: This study suggests that entrepreneurship education can effectively enhance the entrepreneurial mindset of students by improving their entrepreneurial attitude and selfefficacy. Such education plays a crucial role in shaping the mindset, attitude, and behavior of students as entrepreneurs, and encourages them to pursue entrepreneurship as a career path. These findings have significant implications for educators, policymakers, and other stakeholders in the education sector. [ABSTRACT FROM AUTHOR]

Supporting teachers to transfer their learnings from innovative professional development settings to the classroom is challenging. In this paper, we investigate a novel approach to teacher learning, in which teachers from seven US districts taught in a mathematics summer camp using a research-based curriculum centered on student reasoning and mindset messages. We examined the practices teachers did and did not implement in their camp and school-year classrooms, as well as the possible reasons for the greater or lesser changes in practice. Through analysis of classroom video, teacher artifacts, and teacher interviews, we found that teachers implemented several important practices in both camp and school-year classrooms, namely posing open tasks, giving students ample time to collaborate, and asking questions that pushed students to reason. Interview analysis revealed that the act of centering students' reasoning and witnessing their subsequent engagement seemed to motivate teacher uptake of these practices. At the same time, however, teachers less frequently integrated mindset messaging directly into their teaching and gave space for the exploration of students' mistakes and struggles. These findings suggest implications for innovative professional development efforts outside of the school year, as well as incremental approaches. [ABSTRACT FROM AUTHOR]

Science, technology, engineering, and math (STEM) education is challenged by industries to incorporate business, engineering, and communication experiences to prepare students for workplace success. In this study, we outline an approach—the STEM Oriented Alliance for Research (SOAR)—to enhance student experience by offering interdisciplinary project-based learning (IPBL) for undergraduate students majoring in electrical engineering, communications, and marketing. We examined how students' disciplinary and cooperative orientations toward learning shifted in response to their experiences in a semester-long interdisciplinary project-based learning experience with authentic industry outputs. Using a multi-method approach, we explored how interdisciplinary projects influenced student experiences in terms of five collaboration abilities: positive interdependence, accountability, promotive interaction, group processing, and social skills. Further, we observed a shift from fixed- to more growth-oriented mindsets, and from a primarily disciplinary to interdisciplinary focus for their future professional work. The outcomes of the SOAR project make clear that providing structure for professional cooperation on interdisciplinary projects can have profound effects on how students learn to cooperate and position themselves as learners. For most SOAR participants, the experience was deeply formative and contributed to their readiness to cooperate and learn within the interdisciplinary and STEM-oriented workforce. [ABSTRACT FROM AUTHOR]

Penelitian ini bertujuan untuk menginvestigasi transformasi mindset guru Pendidikan Agama Islam (PAI) di MTs Al-Barokah Robotika dengan fokus pada pengembangan profesionalisme. Latar belakang penelitian didasarkan pada kebutuhan mendalamnya pemahaman terhadap permasalahan mindset guru PAI dan urgensi menghadirkan solusi inovatif di tengah dinamika pendidikan modern. Metode penelitian kualitatif dilakukan melalui studi kasus di MTs Al-Barokah Robotika dengan pengumpulan data melalui wawancara mendalam dan observasi terhadap guru PAI serta kepala sekolah. Tinjauan literatur komprehensif mendukung pemilihan metode ini, sementara instrumen penelitian dirancang untuk menangkap aspek pengalaman mengajar, profesionalisme, transformasi mindset, dan penerapan teknologi dalam konteks pendidikan agama Islam. Hasil penelitian mengungkap dampak positif transformasi mindset guru PAI, termanifestasi dalam perubahan pendekatan mengajar yang dinamis, interaksi guru-murid yang inklusif, dan peningkatan pencapaian akademik peserta didik. Kepuasan guru dan peserta didik, bersama dengan reputasi positif madrasah, turut menciptakan lingkungan pendidikan yang berdaya saing dan relevan di era modern. Simpulan penelitian menegaskan bahwa upaya meningkatkan mindset guru berperan signifikan dalam mencapai tujuan pendidikan yang berkualitas di MTs Al-Barokah Robotika. Rekomendasi melibatkan penerapan sikap terbuka terhadap perubahan, pengembangan keterbukaan terhadap pembelajaran sepanjang hayat, kolaborasi, dan mindset reflektif.

The idea of Nordic countries as benevolent, egalitarian nations largely innocent of colonialism, is increasingly challenged by researchers. Yet, there is still reluctance within Nordic education systems to properly examine issues of coloniality, race, and white privilege. In this conceptual paper we first draw on research from Denmark, Finland, Norway, and Sweden to deconstruct the notion of Nordic exceptionalism. We highlight a shared history of colonial complicity and ongoing coloniality towards Indigenous and minoritised groups. We also show that the Nordic emphasis on societal equality is based on a narrative of cohesion, an imagined sameness, that increasingly fails to reflect their diverse populations. This egalitarian ideology results in colour-blindness in society and an unwillingness to acknowledge or confront issues of race, white supremacy, or inequality for fear of disturbing the equilibrium. Using decolonial theory, we then suggest that within education, Nordic exceptionalism has led to a singular historical narrative and attempts to assimilate minoritised groups, in the process valorising Western epistemology. Educators either dismiss, or are ignorant of, what Quijano (2000) terms the colonial matrix of power: the system of Western domination that continues to normalise epistemic violence and devalue other knowledges and perspectives. Educators prefer to protect white sensitivities rather than allow critical discussion and uncomfortable questions of coloniality. We demonstrate that Nordic education needs to decolonise itself, but that this cannot be achieved until it overcomes a discomfort with difference that prevents alternative knowledges and practices from being valued or adopted. We conclude with some thoughts on how to begin this process.

This study presents the transition from retail to E-commerce and the impact of this change on the global market, influenced by the advancement of technology, evolving human needs and the change in the mindset of the current generations activating in the field of trade for goods and services. Evaluating the shift of needs a consumer has over a prolonged period it can be observed how the big retailers won market share and how the trends in consumer spending were influenced by the advancement of technology from online marketing to fast shipping from any part of the world and where this movement is going.

Building on previous research, this article identifies an acronym “StEWARD” as a framework for articulating and exploring a coach supervision mindset. The acronym stands for Stewardship, Exploring, Wisdom, Agility, Relationship and Doubt, the letter “t” is for tailor, which invites the practitioner to build on the framework capturing nuances in their own supervision approach. Each element is expanded upon in turn, describing the supervisor’s likely disposition, beliefs, feelings, and values. Consideration is then given to how this mindset will influence what the supervisor pays attention to and how they respond. Contracting is positioned as an opportunity for co-creation, each letter of the acronym invites specific consideration. Responding to feedback on Lucas (2017), particular attention is given to how these mindset principles differentiate between coaching and coach supervision practice. A discussion highlights how often a supervisor must hold the tension between potentially conflicting positions. Limitations of the concept are identified and recommendations for use for training providers, professional coaching bodies and practitioners are offered. The piece closes with two suggestions for further research.

When asked to draw a scientist, children typically draw a gender stereotypical male representation; however, research has not yet assessed these representations in terms of scientist stereotypical skin tone. The current study examined children's (N = 69, 66.7% female, Mage = 7.60, SD = 2.13) scientist perceptions by analyzing both the gender and skin tone of their scientist drawings as well as stereotypical features represented (lab coats, scientific instruments, etc.). This study also examined how these perceptions as reflected in the drawings were related to children's explicit gender stereotypes and their science growth mindset. Boys were less likely to draw a female scientist than were girls. Additionally, children with higher growth mindset were more likely to draw a female scientist. Lastly, with age, children were less likely to draw a female scientist, or a darker skin‐toned scientist as compared with a male or lighter skin‐toned scientist and were more likely to draw a scientist with stereotypical features. This study furthers our knowledge of children's perceptions about scientists. [ABSTRACT FROM AUTHOR]

Delivering case-based collaborative learning (cCBL) at scale using technology that both presents the clinical problem authentically and seeks to foster quality group discussion is a challenge, especially argumentation which is critical for effective learning. The aim of this study was to investigate the presence of essential conditions to capitalize on a technology-enhanced cCBL scenario for teaching radiology and facilitating quality group discussion. A questionnaire was administered to 114 fourth-year medical students who completed a technology-enhanced cCBL scenario for teaching neuroradiology. It consisted of individual online pre-class work and face-to-face in-class work, where group discussion followed individual work at a workstation. Items from the "Heedful Interrelating in Collaborative Educational Settings" scale and "positive emotional engagement" questionnaire assessed the quality of social-cognitive processes and emotional engagement during the group discussions. Structured interviews were used to explore the teachers' awareness of and engagement with the technology. The mean scores of most "heedfulness" items were below 3.5 (7-point scale), suggesting that participants did not enter the debriefing with a mindset conducive for argumentation. However, for the affective states "interest" and "enjoyment" the mean scores were above 5. Free text comments suggested participants enjoyed the superficial interactions, but did not necessarily engage in argumentation. Structured interviews revealed teachers were aware of the possibilities of the learning dashboard and used it as a common frame of reference, but did not really succeed to use it as a springboard for discussion. A technology-enhanced cCBL scenario is useful for teaching radiology in undergraduate medical education, but the added value of acquiring in-depth knowledge will only be achieved when students are aware of the importance of an "heedful" mind-set. [ABSTRACT FROM AUTHOR]

In modern times, when short-term survival appears to be a granted thing for humans, our focus has been on making progress riding on waves of science, technology, and our never-ending quest for being better and superior. In this race, we are losing sight of the critical need for capabilities, means, and ends to be sustainable. In a global society, achieving inclusive and sustainable growth can be made possible by focusing on the key pillars of--people, culture, and mindset. People through their actions, the culture of sustainability by binding us together in this journey, and a mindset that brings focus on keeping sustainability at the center of every thought, idea, and perspective that gets developed and brought into action, can directly impact sustainability. This paper attempts to examine the role that the suggested framework with dimensions--people, culture, and mindset can play in achieving inclusive and sustainable growth. [ABSTRACT FROM AUTHOR]

Submitted Currently, research on second language acquisition (SLA) and psychology of language learning has conceived foreign language learning as a complex system of beliefs, thoughts, emotions, and actions that contribute immensely to shape students’ learning experiences. The significance of such research lies in the fact that they provide a holistic perspective of FL learning by considering the multiple and interrelated interactions of beliefs, emotional and cognitive factors, rather than examining any single variable in isolation. Therefore, this study seeks to provide such insights by examining the interaction between perception of task difficulty and cognitive engagement in an EFL writing classroom, taking into consideration the possible effects of foreign language enjoyment (FLE) and mindset on such relationship. Data were collected from 218 Saudi undergraduate students using a questionnaire. Results revealed that: a) students’ perception of task difficulty is linked to their cognitive engagement; b) FLE acts as a buffer against the negative effects of difficult EFL writing tasks on students’ cognitive engagement; c) growth mindset has no moderating role in the relationship between perceived difficulty and cognitive engagement. [ABSTRACT FROM AUTHOR]

The priorities of individuals with chronic stroke are not always reflected in clinical practice. This study provides insight into meaningful factors related to long-term motor recovery in stroke survivors. Thirty individuals with chronic stroke participated in semi-structured interviews about movement, recovery, and barriers to and facilitators of mobility and paretic arm use. The interviews were analyzed using inductive thematic analysis. Three categories, the individual, environment, and task, defined five emergent themes. Individual: (1) mindset is a strong and consistent influencer of daily physical activity and overall recovery; (2) severe physical impairment limits physical activity and recovery, regardless of other factors; and (3) a negative perception of disability impacts mindset and willingness to move in public. Environment: (4) social and physical environments influence physical activity and recovery. Task: (5) participation in meaningful activities increases physical activity and promotes long-term recovery. Strategies to incorporate paretic arm use, exercise, and encouragement from others facilitate physical activity. Insufficient paretic limb function, environmental obstacles, and fear are barriers to physical activity. Neurorehabilitation must address the factors that are meaningful to stroke survivors. Building motor capacity is essential and must be integrated with factors such as a positive mindset and proper environment. Individual differences reinforce the need for personalized care. [ABSTRACT FROM AUTHOR]

I Design thinking is a human-caused approach to sort out problems and prepare the mindset to deal with the challenges in business. This is a step-by-step method to deal with the entire aspects of production right from product decision to launch of the product. The proper method to know the consumer's need and formulation of suitable action plan to devise solutions is required before product decision. The constructive interaction between design thinking and entrepreneurship development is well-known. Reliable solutions can be derived through design thinking in developing ideas for start-up ventures. The upcoming entrepreneurs can explore many open-ended options and design the options to capture the market share. [ABSTRACT FROM AUTHOR]

Introduction The concept of medical student coachability, adapted from athletics and business management, offers a framework for characterizing students’ roles as clinical learners. We defined coachability as effectively seeking, receiving, and using feedback—even negative feedback—to change behavior and reach learning goals. To facilitate success in our clinical clerkships, we sought to empower preclerkship students’ capacity to be coached. Methods Our curriculum comprised two large-group presentations and three small-group seminars totaling approximately 5 hours, distributed over 2 years: a year 1 orientation, a year 2 refresher, and a longitudinal year 2 seminar series. Medical students designed and first implemented the curriculum under faculty supervision in academic year (AY) 2015–2016 and have continuously managed and run it since. The AY 2022–2023 curriculum management team evaluated the curriculum cross-sectionally via student survey and focus groups. Results Approximately 575 students have completed the curriculum since 2015. Immediately following curriculum delivery, AY 2022–2023 year 2 students (response rate: 70%-97%) rated it a valuable educational experience and described plans to implement the lessons learned in their clerkship. Focus group participants (eight clerkship students who participated in the coachability curriculum in AY 2021–2022) reported using coachability strategies to positive effect for their clinical learning and well-being. Discussion Our curriculum's flexible, modular format facilitates adoption by others. Future development could expand coachability offerings across the continuum of medical school. However, the curriculum should remain led by students passionate about medical education and willing to try new things to continuously adapt content and instructional strategies.

The main aim of the study was to investigate whether passion and grit varied in individuals with distinct levels of growth mindset. From an original sample of 1548 participants in the age 13 to 77 years, two groups with the 5 % highest scoring and the 5 % lowest scoring on growth mindset, respectively, were compared on their scores in passion and grit. Participants completed as a measure of Mindset the Theories of intelligence Scale (TIS). Grit-S scale was used to assess grit and to assess passion the eight item Passion Scale was used.Findings displayed that the growth mindset group with low scoring had significantly lower score in passion and grit than the growth mindset group with high scoring, indicating that adults with low growth mindset shows lower levels of passion and grit related to their peers with a high-level score.These results may probable be significant for better understanding of the relationship between these constructs positively related to life satisfaction, well-being, achievement, and learning. Additionally, acquiring a better picture of what indicate individuals with different levels of growth mindset can increase our comprehension of how to increase motivation, pursue long-term goals and maintain effort in different groups. It can be argued that growth mindset should be all encompassing in our society. Both in schools, sports, working life and within the walls of the family.

Education development now demands struggle and hard work from all parties, especially in the world or the realm of early childhood education. Not a few education experts then offer formulas to maximize the talents and potential of these early childhoods. Early childhood development has not experienced much differentiation or even resistance. Children's lives at this age have unique characteristics, but simultaneously, they provoke the curiosity of all parties. The conception built from the mindset and attitude patterns of children aged 0-6 years (some say early age is children aged 0-8 years) also has its character. Not a few experts in the current field of psychology have tried to examine the dynamics of this early childhood. They compete with the thesis that providing education in early childhood is a significant period in building human resources. Because this period only comes once and cannot be repeated, early stimulation, one of which is education, is absolutely necessary.

There is a long-standing debate about experimental non-human animals and animal-free methods in scientific research. Among the various stakeholders involved in the debate are the scientists. During media broadcasts we, animal researchers and animal-free methods researchers, were positioned as 'opponents'. In this essay we describe our initial rational thoughts and emotions after these events, and how we came together to explore our common ground on animal(-free) experimentation. Realizing that all models have advantages and limitations, our common ground lies in the principles of good scientific research and responsible experimentation. Our communication emanating from the broadcasts has been instrumental in improving communication on animal(-free) experimentation issues by teaming up. We strongly believe that this is essential for making well-informed decisions for the methods we are using now and will be using in the future. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Psychology is the property of International Journal of Educational Psychology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents the findings of a large-scale quantitative study, which involved surveying 1,184 undergraduates from a Thai science and technology university to assess both their general and language mindsets. The study's primary aims were to identify the prevalence of growth or fixed among these students, explore potential statistical variations in mindsets based on gender, year level, and perceived language proficiencies, and ascertain the relationships between mindsets, gender, year level, and perceived proficiency. Additionally, the research delved into the structural dimensions of their general and language mindsets. Descriptive, inferential and factor analyses were employed for data analysis. Descriptive analysis revealed that Thai undergraduate students predominantly embrace growth mindsets in both their general and language-related beliefs. Notably, t-test showed no significant disparities were detected among the variables examined, indicating a consistent mindset across various demographic groups. Moreover, correlational analysis identified relationships between general mindset, language mindset and perceived general language proficiency. Furthermore, language mindset showed significant associations with year level and perceived general language proficiency. In terms of the factorial structure, factor analysis yielded three distinct factors of general mindset, while the language mindset exhibited a unidimensional structure. Discussions included theoretical and pedagogical implications, as well as directions for future research in language mindset. [ABSTRACT FROM AUTHOR]

This article explores the ways in which what we call the analogue and the datafied mindsets perceive the functioning of the datafied world. Based on a qualitative interview study of two generations of media users in Estonia, Portugal, and Sweden, we present and analyze underlying patterns in participants' media attitudes and related practices. We show that belonging to a media generation does not always produce a homogeneous mindset or a uniform attitude toward media technologies. These mindsets, being ideal-typical constructs, are not bound to individuals: the same person can display features of the analogue and the datafied mindset in relation to different parts of the datafied world. One mindset does not replace the other but rather adds another layer to the social action of the individuals. The mindsets are multi-dimensional and molded by contrasting understandings, indicating that the tenacious structures of the analogue world linger on in the datafied social space. [ABSTRACT FROM AUTHOR]

This paper investigates the relationship among students’ mindsets, academic performance, English proficiency, and that of their social networks in the Sultanate of Oman. Two main questions were addressed, namely the relationship among the students’ mindset, their social network’s mindset and their academic performance, and the correlation between the students’ proficiency in English and that of their social networks. Results revealed individual’s mindset significantly influences their academic performance. The mindset within an individual’s social network may also affect their academic achievement. Data also suggested that individual mindset has a more dominant role in the students’ academic performance than their social network. The relationship between participants’ English proficiency and their social network revealed inconclusive findings. Given Oman’s Vision 2040 that places a strong emphasis on knowledge-driven society, this study emphasizes the importance of nurturing a growth-oriented mindset within social networks to achieve national educational objectives.

The seven principles of a ‘Coach Supervision Mindset’ were developed in 2016 when designing supervision training for internal coaches. The intention was to supplement existing supervisor competency-based models. Bluckert’s (2006) seven principles of a coaching mindset were used as a framework, extending each principle for coach supervision. Grounded in practice, the Coach Supervisor Mindset principles received external validation, challenge and refinement through two conference presentations. Subsequently an action research project was sponsored by the Association for Coaching, involving 48 members. This paper captures the themes arising from this process.

Pengembangan pola pikir atau mindset guru Pendidikan Agama Islam memainkan peran kunci dalam mempengaruhi proses pembelajaran karena Pendidikan Agama Islam tidak hanya melibatkan pengetahuan tentang ajaran-ajaran agama, tetapi juga merupakan proses pembentukan karakter dan moralitas siswa. Oleh karena itu, pola pikir guru memiliki dampak signifikan terhadap kualitas proses pembelajaran. Penelitian ini bertujuan untuk menggambarkan pentingnya pengembangan pola pikir guru Pendidikan Agama Islam dalam meningkatkan efektivitas pembelajaran agama. Penelitian ini merupakan penelitian kepustakaan dengan menggunakan sumber pustaka sebagai objek penelitian. Penulismengambil analisis dan sintesis dari berbagai artikel kajian lapangan dan kajian literatur. Penelitian ini menyimpulkan bahwa pengembangan pola pikir guru Pendidikan Agama Islam merupakan aspek krusial dalam menciptakan pendidikan agama yang efektif. Guru yang memiliki mindset akan mampu meningkatkan profesionalisme guru serta dapat menyediakan proses pembelajaran yang berkualitas sehingga dapat memainkan peran yang positif dalam membentuk karaktersiswa, membantu siswa menjadi individu yang beriman, dan berkontribusi positif dalam masyarakat. Oleh karena itu, penekanan pada pengembangan pola pikir guru perlu menjadi fokus utama dalam peningkatan kualitas Pendidikan Agama Islam.

Supporting teachers to transfer their learnings from innovative professional development settings to the classroom is challenging. In this paper, we investigate a novel approach to teacher learning, in which teachers from seven US districts taught in a mathematics summer camp using a research-based curriculum centered on student reasoning and mindset messages. We examined the practices teachers did and did not implement in their camp and school-year classrooms, as well as the possible reasons for the greater or lesser changes in practice. Through analysis of classroom video, teacher artifacts, and teacher interviews, we found that teachers implemented several important practices in both camp and school-year classrooms, namely posing open tasks, giving students ample time to collaborate, and asking questions that pushed students to reason. Interview analysis revealed that the act of centering students’ reasoning and witnessing their subsequent engagement seemed to motivate teacher uptake of these practices. At the same time, however, teachers less frequently integrated mindset messaging directly into their teaching and gave space for the exploration of students’ mistakes and struggles. These findings suggest implications for innovative professional development efforts outside of the school year, as well as incremental approaches.

Science, technology, engineering, and math (STEM) education is challenged by industries to incorporate business, engineering, and communication experiences to prepare students for workplace success. In this study, we outline an approach—the STEM Oriented Alliance for Research (SOAR)—to enhance student experience by offering interdisciplinary project-based learning (IPBL) for undergraduate students majoring in electrical engineering, communications, and marketing. We examined how students’ disciplinary and cooperative orientations toward learning shifted in response to their experiences in a semester-long interdisciplinary project-based learning experience with authentic industry outputs. Using a multi-method approach, we explored how interdisciplinary projects influenced student experiences in terms of five collaboration abilities: positive interdependence, accountability, promotive interaction, group processing, and social skills. Further, we observed a shift from fixed- to more growth-oriented mindsets, and from a primarily disciplinary to interdisciplinary focus for their future professional work. The outcomes of the SOAR project make clear that providing structure for professional cooperation on interdisciplinary projects can have profound effects on how students learn to cooperate and position themselves as learners. For most SOAR participants, the experience was deeply formative and contributed to their readiness to cooperate and learn within the interdisciplinary and STEM-oriented workforce.

In the study, an attempt was made to represent the conceptual meaning and specifics of the artistic and pedagogical mentality of a modern art teacher. The aim of the study was to highlight the structural organization of the phenomenon of artistic and pedagogical mentality of an art teacher. The article highlights the terminological contours of the categories “mindset” and “mentality” in modern scientific discourse. It was revealed that the psychological and pedagogical content of mentality consists in a special way of thinking, the orientation of thoughts that are born in the subconscious, but gradually absorb what is common, what consists of natural data and socially conditioned elements and is reflected in the perception of professional reality. It is maintained that the professional mentality of a teacher is an integrative characteristic of a personality that reflects the system-specific features of the mental makeup and worldview of people in the teaching profession. The structure of artistic and pedagogical mentality of art teachers includes: artistic and figurative thinking, artistic and creative reflexivity, pedagogical creativity, multi-artistic orientation, professional and pedagogical intentionality, scientific-research culture. The functional-role and conceptual significance of the phenomenon “artistic pedagogical mentality” in terms of the specifics of the professional activity of a modern art teacher is determined. The author determines pedagogical conditions for the formation of the artistic and pedagogical mentality of future fine art teachers: the formation of a positive value attitude of future art teachers at the worldview level and an active motivational focus on the formation of the artistic and pedagogical mentality; introduction of pedagogical situations of quasi-professional activity, which require activation of the mechanisms of artistic and pedagogical mentality into the process of professional and pedagogical training of future art teachers; actualization of personal and professional reflection as a basis for artistic and creative self-development of future art teachers.

Sport management leadership research has predominantly focused on leadership behaviours, particularly transformative leadership, without fully acknowledging the complex, multifaceted nature of leadership within the sports context. This perspective overlooks the reality that sports leaders operate within complex organizations and varied contexts that significantly influence their behaviours. Leadership in sports demands core capabilities in decision-making, communication, and strategic thinking, and a mindset that influences perception, decision-making, and behaviour. Consequently, a singular focus on transformative leadership may undervalue the importance of other attributes. This paper thus argues for a comprehensive leadership framework that integrates behaviours, roles, capabilities, and mindset, and draws insights from business management. By proposing this framework organized across four domains—Context, Roles, Capabilities, and Mindset—this paper aims to foster a deeper understanding of sports leadership dynamics, highlighting the necessity of a holistic approach that considers the interconnectedness of these elements.

Affective responses during stressful, high-stakes situations can play an important role in shaping performance. For example, feeling shaky and nervous at a job interview can undermine performance, whereas feeling excited during that same interview can optimize performance. Thus, affect regulation—the way people influence their affective responses—might play a key role in determining high-stakes outcomes. To test this idea, we adapted a synergistic mindsets intervention (SMI) (Yeager et al. 2022 Nature 607, 512–520 (doi:10.1038/s41586-022-04907-7)) to a high-stakes esports context. Our approach was motivated by the idea that (i) mindsets both about situations and one’s stress responses to situations can be shaped to help optimize stress responses, and (ii) challenge versus threat stress responses will be associated with improved outcomes. After a baseline performance task, we randomly assigned gamers (n = 300) either to SMI or a control condition in which they learned brain facts. After two weeks of daily gaming, gamers competed in a cash-prize tournament. We measured affective experiences before the matches and cardiovascular responses before and throughout the matches. Contrary to predictions, gamers did not experience negative affect (including feeling stressed), thus limiting the capacity for the intervention to regulate physiological responses and optimize performance. Compared with the control participants, synergistic mindsets participants did not show greater challenge responses or improved performance outcomes. Though our adaptation of Yeager et al.’s SMI did not optimize esports performance, our findings point to important considerations regarding the suitability of an intervention such as this to different performance contexts of varying degrees of stressfulness.

There has been extensive research conducted on mindset and grit, involving both experimental and observational methods. However, the findings in the literature remain mixed. This should give educators and researchers pause from an intervention perspective—if we still do not have a good understanding of how mindset works, then more research is needed. We implemented a mindset intervention with undergraduate women to improve cognitive performance measures relevant to academic performance—working memory capacity and standardized test performance in math. To better understand how mindset interventions work, we also examined self-report measures (e.g., pertaining to academic attitudes and belonging) as well as post-intervention behavior. We expected the growth mindset intervention to significantly improve cognitive performance and to cause more positive academic attitudes and attitudinal change. The mindset intervention did change students' beliefs about ability and also caused students to report higher grit overall (no condition difference), and to feel less belonging in terms of connection to their university—which was not in line with our hypotheses. We also found that the growth mindset intervention had no significant effects on improving WMC or standardized test performance. We discuss the implications of these findings and make suggestions for future work in this area. [ABSTRACT FROM AUTHOR]

Higher education and training in science, technology, engineering, and mathematics (STEM) are important for the industrial growth and development of any nation. Physics subject provides the basics for training in many STEM areas. However, failure to pursue physics to the end of high school denies learners opportunities in STEM courses. This research employed a correlational design and survey method to examine the relationship of gender traits (GT) and mindset (MS) with learners’ intention to choose physics among 378 high school students randomly sampled. The study adopted the gender traits test and mindset questionnaires. The Chi-square test for the relationship of GT and MS with the intention to choose a physics subject yielded p>0.05. These results revealed that no student is deprived of an opportunity to pursue physics to higher levels on account of their GT or MS. Thus, attempts to increase the number of learners who can potentially pursue STEM courses by studying physics in high school should focus on other known factors other than GT and MS. [ABSTRACT FROM AUTHOR]

Purpose: The digital mindset can be defined as a set of individual behaviors related to the degree of adherence to digital transformations. After reviewing the literature on the subject, this research's objective was to answer the following question: "Is it possible to measure the digital mindset of employees through a scale designed for the context of Brazilian organizations?". Originality/value: The digitization of organizations has become the center of business transformation. However, one of the often-overlooked factors in the transition process is developed at the micro-organizational level. Collaborators vary in interest, knowledge, and ability to innovate. A measure to identify individual digital mindset profiles would be essential to guide the planning and development of a digital learning culture mindset. Still, such a tool was not yet found in the Brazilian literature. Design/methodology/approach: A multidimensional digital mindset construct was proposed based on the literature on cognitive structures and digital transformation mindset. Items were prepared to measure the degree of maturity of the construct, described through three digital profiles (open mind, transformer, and entrepreneur) and an analog profile. The scale was submitted to 574 professionals from Brazilian companies for exploratory factor analysis. Findings: The digital mindset scale showed signs of validity, confirming, in the present sample, the mindset dimensions related to the digital environment (Cronbach's alphas between 0.85 and 0.62). [ABSTRACT FROM AUTHOR]

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The European Haemophilia Consortium (EHC) Think Tank Workstream on Access Equity aims to identify and address the key challenges to ensuring access equity to healthcare services for people with rare diseases. In this context, access refers to the ability to benefit from any given aspect of treatment and care; equity refers to being ‘fair and impartial’ in providing access.

Currently, the study of non-cognitive variables and their effect on the academic performance of students has gained relevance. In view of that, the purpose of the present study was to analyze through structural equation modeling to what extent growth mindset, self-efficacy, and grit have direct effects on student performance. For this, an explanatory design of latent variables was followed, in which 305 university students participated, including men (41.8%) and women (58.2%), who reported an average age of 22.8 (SD = 3.5), all included due to convenience. To measure the independent variables, the ITIS (growth mindset), Grit-S (tenacity) and EPAESA (academic self-efficacy) were applied, while for the measurement of the dependent variable, the grades of the students of the two last semesters were used. Among the main findings, it is reported that growth mindset, grit, and self-efficacy have direct and significant effects on the academic performance of students. In conclusion, this set of non‑cognitive variables successfully explains the academic performance of the study participants.

Resumo Objetivo: O mindset digital pode ser definido como um conjunto de comportamentos individuais relacionados ao grau de aderência às transformações digitais. Nesse contexto, o objetivo da presente pesquisa foi, após revisão de literatura sobre o tema, responder à seguinte questão: “É possível mensurar o mindset digital de profissionais por meio de uma escala elaborada para o contexto das organizações brasileiras?”. Originalidade/valor: A digitalização das organizações passou a ser o centro da transformação dos negócios. No entanto, um dos fatores muitas vezes negligenciado no processo de transição é o desenvolvimento no nível micro-organizacional. Os profissionais variam no nível de interesse, no conhecimento e na capacidade de inovar. Para guiar o planejamento e desenvolvimento de uma cultura de aprendizagem digital, uma medida para identificar os perfis individuais de mindset digital seria essencial, mas tal ferramenta ainda não era encontrada na literatura brasileira. Design/metodologia/abordagem: A partir da literatura sobre estruturas cognitivas e a transformação digital, foi proposto um construto multidimensional de mindset digital. Elaboraram-se itens para a mensuração do grau de maturidade do construto, descrito por meio de três perfis digitais (open mind, transformador e empreendedor) e um analógico. A escala foi submetida a 574 profissionais de empresas brasileiras para análise fatorial exploratória. Resultados: A escala de mindset digital apresentou bons indícios de validade, sendo confirmadas, na presente amostra, as dimensões de mindset relacionadas ao meio digital (alfas de Cronbach entre 0,85 e 0,62). / Abstract Purpose: The digital mindset can be defined as a set of individual behaviors related to the degree of adherence to digital transformations. After reviewing the literature on the subject, this research’s objective was to answer the following question: “Is it possible to measure the digital mindset of employees through a scale designed for the context of Brazilian organizations?”. Originality/value: The digitization of organizations has become the center of business transformation. However, one of the often-overlooked factors in the transition process is developed at the micro-organizational level. Collaborators vary in interest, knowledge, and ability to innovate. A measure to identify individual digital mindset profiles would be essential to guide the planning and development of a digital learning culture mindset. Still, such a tool was not yet found in the Brazilian literature. Design/methodology/approach: A multidimensional digital mindset construct was proposed based on the literature on cognitive structures and digital transformation mindset. Items were prepared to measure the degree of maturity of the construct, described through three digital profiles (open mind, transformer, and entrepreneur) and an analog profile. The scale was submitted to 574 professionals from Brazilian companies for exploratory factor analysis. Findings: The digital mindset scale showed signs of validity, confirming, in the present sample, the mindset dimensions related to the digital environment (Cronbach’s alphas between 0.85 and 0.62).

IntroductionBeliefs about the consequences of stress, stress mindsets, are associated with health and performance outcomes under stress. This article reports the development and examination of the psychometric properties of a measure of stress mindset: The Stress Control Mindset Measure (SCMM). The measure is consistent with theory on mindsets about self-attributes and conceptualizes stress mindset as the extent to which individuals endorse beliefs that stress can be enhancing.MethodsThe study adopted a correlational cross-sectional survey design in two student samples. Undergraduate students from an Australian university (Sample 1, N = 218) and a UK university (Sample 2, N = 214) completed the SCMM and measures of health and well-being outcomes.ResultsConfirmatory factor analyses supported a four-factor structure and strict measurement invariance across samples (ΔCFI

This study addresses the modulatory role of individual mindset in explaining the relationship between response inhibition (RI) and divergent thinking (DT) using transcranial direct current stimulation (tDCS). Forty undergraduate students (22 male and 18 female), aged between 18 and 23 years (average age = 19 years, SD = 1.48), were recruited. Participants received either anodal tDCS of the right IFG coupled with cathodal tDCS of the left IFG (R + L-; N = 19) or the opposite coupling (R-L+; N = 21). We tested DT performance using the alternative uses task (AUT), measuring participants' fluency, originality, and flexibility in the response production, as well as participants' mindsets. Furthermore, we applied a go-no-go task to examine the role of RI before and after stimulating the inferior frontal gyrus (IFG) using tDCS. The results showed that the mindset levels acted as moderators on stimulation conditions and enhanced RI on AUT fluency and flexibility but not originality. Intriguingly, growth mindsets have opposite moderating effects on the change in DT, resulting from the tDCS stimulation of the left and the right IFG, with reduced fluency but enhanced flexibility. Our findings imply that understanding neural modulatory signatures of ideational processes with tDCS strongly benefits from evaluating cognitive status and control functions. [ABSTRACT FROM AUTHOR]

Evaluators play a critical role in shaping evaluation practices, but in practice this can be challenging to accomplish in ways that are productive as well as healing. This article discusses evaluation practices in the context of a project commissioned as needs- based to assist with community recovery after a racially motivated mass shooting in an urban neighbourhood marginalised by crime, income, race and unemployment. Development of an unmet needs survey included incorporating initial data collected by empowered community leaders with subsequent data collected by evaluators through focus groups and surveys. Evaluators then analysed and organised the data into a report that community leaders could submit to local and state officials. Identifying details were omitted out of an abundance of concern and respect for the privacy of the communities and constituents that were directly and indirectly affected by the tragedy that inspired this discourse. This article presents a reflective discussion between evaluators on whether or not it would have been appropriate to suggest integrating an assets- based community development (ABCD) approach within a commissioned community needs assessment. It also covers the evaluators’ process of using a critical lens to retrospectively assess the appropriateness and effectiveness of adopting an asset- based community development (ABCD) approach. The discussion emphasises the importance of acknowledging and engaging with the diverse perspectives held by the wider evaluation community. It recognises, too, the value of ongoing dialogue and debate to encourage evaluators to critically reflect on the appropriateness and implications of integrating a variety of approaches within community needs assessments. This article also explores how the authors ‘made space’ for this conversation, including aspects of content analysis and consideration of crucial conversations, parameters and ethics, in the hope of further stimulating discussion and fostering a decision-making process that would encompass a range of viewpoints, ultimately driving more effective and responsive community development practices. [ABSTRACT FROM AUTHOR]