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The present study investigated our hypothesis of an underlying relationship between optimism/pessimism and implicit theories of intelligence. We investigated the psychometric properties of optimism and mindset scales in our sample, compared confirmatory factor analysis models of the scales, examined the full measurement model to confirm quality measurement of the final structural phase of investigation, and finally conducted two competing structural equation models. We found that the direct pathway from optimism to growth mindset was significant, and the pathway from pessimism to fixed mindset was also significant. However, there were no significant direct effects of optimism on fixed mindset or pessimism on growth mindset. Measurement, research, and practice implications are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this mixed methodology study was to empirically investigate how adolescents with learning disabilities/ differences report and experience self-determination, grit, mindset, and optimism. Using items from established scales, we gathered survey data (n=27) as well as interview data (n=23), and examined the ability of mindset, grit, and optimism to predict self-determination, as well as evidence of construct overlap in the thoughts and reflections of adolescents with learning disabilities/differences. The results of the regression indicated that a significant portion of the variance of selfdetermination, approximately 65%, was explained by the predictors (R2 = 0.65, F(4, 22)=10.01, p <.001). Analysis of data from interviews, during which students were asked to reflect on their experiences of mindset and optimism, suggested that adolescents with learning disabilities/differences are engaging in the self-determination process in their daily lives in ways that deeply incorporate mindset and optimism orientations. Although we did not specifically interview students about self-determination, their reported thoughts and experiences about mindset and optimism included the three components and six steps outlined by the self-determined learning theory, providing additional evidence of the overlap of mindset, grit and optimism with the self-determination construct. Results are discussed in regard to future research and intervention development. [ABSTRACT FROM AUTHOR]

We explored mindset, grit, optimism, and pessimism as predictors of university students' life satisfaction. In consideration of the dual-factor model of mental health, we examined the strength of these predictors on life satisfaction in college students with self-reported anxiety and/or depression and those without. Optimism and pessimism predicted life satisfaction overall, but the relative contribution of each was significantly different based on self-reported anxiety/depression. College students with anxiety and/or depression also demonstrated significantly more fixed mindsets, lower levels of grit, optimism and life satisfaction, and higher levels of pessimism. We discuss the implications of these findings for university wellness programming and initiatives, and future research directions investigating these constructs for university students. [ABSTRACT FROM AUTHOR]

Despite increased interest in the role of “noncognitive skills" in educational contexts, there has been little exploration of their implications for youth with disabilities. We explored several constructs under the “noncognitive skills" umbrella using a survey comprised of items from the Implicit Theories of Intelligence Scale: General (Dweck, 2000) and Self-Theory (De Castella & Byrne, 2015); the Short Grit Scale (Duckworth & Quinn, 2009); and the Life Orientation Test – Revised (Scheier, Carver, & Bridges, 1994). We found notable correlations among scale scores, and preliminarily explored scale reliabilities with this population. Although sample size was small, these data are of value because they represent the first explicit exploration of these variables and their interrelationships in adolescents with learning disabilities. [ABSTRACT FROM AUTHOR]