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Happy people are often perceived positively, perhaps more than they actually are, whereas unhappy people are often perceived negatively, perhaps more than they actually are. What would make this bias stronger or weaker? The present research addresses this question by exploring the roles of implicit theories of happiness in the trait perceptions toward happy and unhappy people. Specifically, four studies (N = 998) tested hypotheses that an incremental theory of happiness would enhance and an entity theory of happiness would attenuate the trait perceptions favoring happy over unhappy people. Results found converging evidence that believing happiness as changeable (incremental theory) enhances the positive perceptions toward happy people, while providing less consistent evidence that believing happiness as fixed (entity theory) mitigates the negative perceptions toward unhappy people. The current research contributes to the literature on essentialism and advances the understanding of the roles of implicit theories of happiness in person perception. [ABSTRACT FROM AUTHOR]

The study examined the predictive effect of cultural orientations on Chinese gifted students' growth mindsets. This study encompassed 378 gifted students from universities in mainland China. Gifted students' growth mindset beliefs and cultural orientations were assessed by using Dweck's growth mindset inventory and Hofstede's cultural value scale, respectively. Data analysis mainly leveraged Pearson correlation analysis and hierarchical multiple regression analysis to test the hypothesize role of gifted students' cultural orientations in predicting their growth mindsets. Pearson correlation analysis was used to assess the bivariate correlation between growth mindset and cultural orientations. Subsequently, Hierarchical multiple regression analysis was conducted to test the predictive effects of cultural orientations on growth mindset beliefs of gifted students. The results revealed that the cultural dimensions of long-term orientation can positively predict gifted students' growth mindset, but power distance and uncertainty avoidance negatively predict their growth mindsets. Collectivism (or individualism) and femininity (or masculinity) cannot predict growth mindsets. Theoretically, this study underscores the necessity of accounting for cultural contexts when applying the growth mindset framework. Practically, it highlights the need to incorporate cultural factors into growth mindset interventions targeted at gifted students. [ABSTRACT FROM AUTHOR]

Around the world, music theory is commonly understood as knowledge cultivated by specialist musicians and scholars. It is also assumed to require analytical terminology supplemented with visual representations. However, even in performance traditions less concerned with explicit formulations of musical processes, musical theorizations can be embedded in the minds of the performers and their audiences. This article aims to broaden common understandings of music theory through the lens of orally transmitted ritualistic verses from Sri Lanka, which are sung or recited along with drumming. Versions of these Sinhala verses have been previously published in Sedaraman, J.E. 2008 [1964]. Ud?arat?a Nät?um Kalāva [The Art of Upcountry Dance] (Colombo: M.D. Gunasena). Transliterations and translations of these verses are presented alongside audio recordings of performances (some including video), to illustrate the ways in which the oral transmission and performance of such lyrics involves different modes of theorizing--such as knowledge of how conventional poetic meters can be sung, shared understandings of how to interpret vocables as drum strokes, and the association of different drum timbres with cosmological references. The article provides socio-historical context for the verses, details their form, explains the underlying conventions of versification, and analyzes the relationship between recited syllables and drum strokes, while highlighting the various processes of theorizing that undergird them. [ABSTRACT FROM AUTHOR]

Mindsets are crucial factors for individuals' adaptive behavior in educational contexts. In meaning systems, these associations between mindsets and behavior are mediated through motivational aspects. It is generally assumed that students should also benefit if teachers adopt a growth mindset. Even though many studies have investigated mindset processes of students, analyses of teachers' meaning systems are lacking. This study, therefore, examines relationships between teachers' mindsets, self-efficacy, achievement goals (mastery, performance-avoidance), and instructional practices (goal structure dimensions of task, autonomy, recognition, grouping, evaluation, time). The sample of the questionnaire study comprises 650 Austrian in-service teachers (69.6% female; mean age 45.1 years; SD = 11.3) with an average of 19 years of teaching experience. Data was analyzed using latent mediation modeling with fixed mindset as a predictor, self-efficacy, mastery goals, performance-avoidance goals as mediators, and six mastery classroom goal structure dimensions as outcomes. The results indicated positive relations between a fixed mindset with performance-avoidance goals and negative relations with self-efficacy and mastery goals. Mastery goals and self-efficacy negatively fully mediated the effects of fixed mindsets on five of six mastery goal structure dimensions. No mediation was found for performance-avoidance goals except for the fixed mindset-autonomy and fixed mindset-grouping links. To conclude, the study's findings support that a meaning system approach is also valid for teachers and provide insights into the associations between mindset, self-efficacy beliefs, achievement goals, and classroom practices. [ABSTRACT FROM AUTHOR]

By virtue of CiteSpace, this study aims to evaluate and pinpoint the status, hot areas, and frontiers of growth-mindset research. Co-authorship analysis, cocitation analysis, co-occurrence analysis, cluster analysis, and content analysis are conducted, based on 543 articles selected from the Social Sciences Citation Index database. Researchers from Australia and countries/territories in North America, East Asia, and Western Europe have maintained relatively closer cooperation with each other. Carol S. Dweck, Jeni L. Burnette, David S. Yeager, and Mary Murphy have high publication volumes and close connections with each other. Angela Duckworth has acted as a bridge among many researchers. Highly co-cited literature has mainly focused on the impacts of mindset and intervention measures. In the past two decades, the literature on mindset research has plunged into numerous hot topics in terms of implicit theory, intelligence, motivation, beliefs, achievements, academic performance, students, transitions, and psychological intervention. Based on burst detection, the field of growthmindset research shows the following trends: (1) future research must pay more attention to fidelity in intervention studies, conduct rigorous manipulation tests at the statistical level, and improve causal relationship models between growth mindset and other variables and (2) use a multidisciplinary perspective to provide a deeper explanation of the formation mechanism of the growth mindset. Finally, (3) the function mechanisms of the growth mindset in different cultural backgrounds should be strengthened. [ABSTRACT FROM AUTHOR]

The concept of growth mindset—an individual’s beliefs that basic characteristics such as intelligence are malleable—has gained immense popularity in research, the media, and educational practice. Even though it is assumed that teachers need a growth mindset and that both teachers and their students benefit when teachers adopt a growth mindset, systematic syntheses of the potential advantages of a growth mindset in teachers are lacking. Therefore, in this article, we present the first meta-analysis on teachers’ growth mindset and its relationships with multiple outcomes (50 studies, 81 effect sizes; N = 19,555). Multilevel analyses showed a small effect across outcomes. Statistically significant small-to-typical positive associations between teachers’ growth mindset and their motivation in terms of self-efficacy and mastery goals were observed in subgroup analyses. No statistically significant relationships were found with teachers’ performance-approach goals, teachers’ performance-avoidance goals, teachers’ performance on achievement tests, or student achievement. Teachers’ growth mindset was related to instructional practices in terms of mastery goal structures but unrelated to performance goal structures. Moderator analyses indicated that the dimensionality of the mindset measure (recoded from a fixed mindset to a growth mindset measure vs. assessed as a growth mindset), item referent and content of the mindset measure, publication status (published vs. unpublished), world region, educational level, and study quality influenced the strengths of some of the relationships. Overall, our findings extend knowledge about teachers’ mindset and add to the evidence base on teacher characteristics and their links to relevant outcomes. [ABSTRACT FROM AUTHOR]

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The study examined the predictive effect of cultural orientations on Chinese gifted students’ growth mindsets. This study encompassed 378 gifted students from universities in mainland China. Gifted students’ growth mindset beliefs and cultural orientations were assessed by using Dweck’s growth mindset inventory and Hofstede’s cultural value scale, respectively. Data analysis mainly leveraged Pearson correlation analysis and hierarchical multiple regression analysis to test the hypothesize role of gifted students’ cultural orientations in predicting their growth mindsets. Pearson correlation analysis was used to assess the bivariate correlation between growth mindset and cultural orientations. Subsequently, Hierarchical multiple regression analysis was conducted to test the predictive effects of cultural orientations on growth mindset beliefs of gifted students. The results revealed that the cultural dimensions of long-term orientation can positively predict gifted students’ growth mindset, but power distance and uncertainty avoidance negatively predict their growth mindsets. Collectivism (or individualism) and femininity (or masculinity) cannot predict growth mindsets. Theoretically, this study underscores the necessity of accounting for cultural contexts when applying the growth mindset framework. Practically, it highlights the need to incorporate cultural factors into growth mindset interventions targeted at gifted students.

Facilitating the subject ‘Entrepreneurship Education’ at higher education can be challenging as it requires a multi-disciplinary approach and a keen focus on the changing business environment. It also makes capturing entrepreneurship as a ‘phenomenon’ a daunting task. Various nuances around ‘entrepreneurship as a phenomenon’ such as defining entrepreneurship, entrepreneurial characteristics and roles, understanding the role of entrepreneurial ecosystem, etc. are influenced by socio-economic and cultural contexts. Entrepreneurship education needs to take a due cognizance of the same by allowing the students to voice their own perceptions and opinions. Implicit entrepreneurship theory and effectuation are two different theories that focus on creating the content by asking the participants to use their own experiences, perceptions, and belief systems to understand the phenomenon holistically. The assumption here is that all the participants are part of the entrepreneurial ecosystem and effective learning can come through active engagement and peer learning by all the participants together. There is very scant literature available on this topic and the present study attempts to bridge this gap by allowing students participation in creating the knowledge. It shows how an innovative class assignment using these theories encouraged the students to express ‘entrepreneurship as a phenomenon’ using their own thoughts, beliefs and experiences. The study was found effective on two levels: firstly, in building divergent thinking skills of the students and secondly in capturing various aspects of entrepreneurship from the students coming from diverse socio-economic backgrounds to make the subject knowledge more insightful.

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

Purpose: Beliefs that emotions can be changed (i.e., malleability beliefs) are relevant to emotion regulation. Emotion regulation plays a crucial role in severe mental health symptoms, such as paranoid delusions, but it remains unknown to which extent malleability beliefs contribute to a dysfunctional pattern of emotion regulation in individuals experiencing paranoid ideation. Therefore, we investigated whether malleability beliefs are associated with paranoid ideation and whether emotion regulation accounts for this association. Methods: We conducted a cross-sectional assessment in a sample of individuals with psychotic disorders (n = 50) and a community sample (n = 218) and collected self-report data on malleability beliefs, the use of emotion regulation strategies (reappraisal, acceptance, rumination, expressive suppression, experience suppression), and paranoid ideation. Results: Multivariate regressions showed that greater beliefs that emotions are malleable predicted more reappraisal and acceptance in both samples and less rumination in the community sample. Malleability beliefs did not predict the strategies of suppressing an emotion or its expression. In the community sample, but not in the clinical sample, greater beliefs that emotions are malleable were associated with less frequent paranoid ideation and emotion regulation accounted for significant variance in the relationship. Conclusions: The findings indicate that malleability beliefs do not contribute to paranoid delusions in individuals with psychotic disorders. However, in individuals with subclinical paranoid ideation, a failure to perceive emotions as malleable could hinder adaptive attempts to regulate emotions leading to increased negative affect and thereby pave the way for paranoid ideation. Malleability beliefs may thus represent a promising target for prevention. [ABSTRACT FROM AUTHOR]

How does being the target of negative supervisor gossip influence the functioning of targeted employees? We draw on feedback intervention theory to examine the beneficial and detrimental effects of negative supervisor gossip on targets' feedback seeking behavior (FSB). Results from an online scenario study (N = 731) and a multi-wave field study (N = 249) showed that being the target of negative supervisor gossip led to high task reflexivity, which promoted FSB, but also led to high negative affect, which inhibited FSB. Furthermore, targets' implicit theory of ability moderated the indirect relationships between negative supervisor gossip and FSB. Specifically, negative supervisor gossip stimulated task reflexivity and FSB especially when targets had a strong incremental theory. In contrast, negative supervisor gossip increased negative affect and stifled FSB especially when targets had a strong entity theory. Our findings indicate that negative supervisor gossip is a double-edged sword for targets' engagement in FSB, thus providing a balanced view of its effects. We provide guidance for supervisors to better deliver and for employees to better receive different forms of feedback. [ABSTRACT FROM AUTHOR]

Modern economic conditions require the testing and introduction of new methods to find ways to achieve a prolonged effect in terms of ownership and investment attractiveness. The purpose of the article is to develop theoretical and methodological tasks regarding ways to maximize the investment attractiveness of companies, using external search information about the state of innovation potential of companies with different levels of economic development and the selection of logically justified descriptors of influence. We have defined the principles of the author's concept - Unified concept of building innovation potential - (UKDIP), the essence of which is to find unified ways to increase the innovative potential of business entities, at the expense of descriptors of the state of the innovation sector (gross domestic expenditure on R&D, the number of researchers, the number of government researchers, number of triadic patent families). We confirmed the relationship between the meta-factors of innovation using the foundations of the implicit theory. Using the clustering method, we have formed 4 latent clusters with varying degrees of investment attractiveness. The approach defined by us can serve as one of the options for effective methods of researching the influence of factors that contribute to the growth of the innovative potential of individual companies and, consequently, the national economy as a whole. [ABSTRACT FROM AUTHOR]

Modern economic conditions require the testing and introduction of new methods to find ways to achieve a prolonged effect in terms of ownership and investment attractiveness. The purpose of the article is to develop theoretical and methodological tasks regarding ways to maximize the investment attractiveness of companies, using external search information about the state of innovation potential of companies with different levels of economic development and the selection of logically justified descriptors of influence. We have defined the principles of the author's concept - Unified concept of building innovation potential - (UKDIP), the essence of which is to find unified ways to increase the innovative potential of business entities, at the expense of descriptors of the state of the innovation sector (gross domestic expenditure on R&D, the number of researchers, the number of government researchers, number of triadic patent families). We confirmed the relationship between the meta-factors of innovation using the foundations of the implicit theory. Using the clustering method, we have formed 4 latent clusters with varying degrees of investment attractiveness. The approach defined by us can serve as one of the options for effective methods of researching the influence of factors that contribute to the growth of the innovative potential of individual companies and, consequently, the national economy as a whole.

Introduction: The competency of education is advocated in the 2023 United Nations Sustainable Development Goals. UNESCO encourages countries to provide inclusive, equitable, competency education and lifelong learning opportunities for all. Starting from 2019, 12-Year-Basic-Education, a new curriculum, was fully implemented in Taiwan to conform to the competency education strategy. For the teachers on site, teachers' understanding of the new curriculum and teaching practice has a direct impact on the competency of the implementation of this new policy. The main purpose of this study was to explore the relationship between vocational senior high school teachers' competency-oriented teaching, teaching identity and teaching transformation regarding this new curriculum. Methods: In order to effectively expand teachers' understanding of competency-oriented teaching identity, this study put forward 6 hypothetical approaches based on the implicit theory of teaching transformation. The 747 valid questionnaires accounted for 97.1% of the total recovered questionnaires. The reliability and validity analyses, as well as overall model fitting analysis and research model validation were performed on these valid questionnaires. Results: The results of the study showed: (1) With the background of Competencyoriented teaching, teachers' teaching attitude and teaching willingness has a positive impact on teaching identity; (2) teachers' teaching identity has a positive impact on teaching preparation, teaching practice, further study, three types of teaching transformation. In summary, three conclusions from this study were concluded on the aspects of teaching preparation, teaching practice and further study on practical competency-oriented teaching, teaching identity and teaching transformation in the educational field. Conclusion: Three conclusions were derived for the relationships among these six constructs: (1) Teachers with a "good attitude" and "strong willingness" to teach, a "high sense of identification" acceptance and full implement of "teaching preparation" are considered as teachers with a "foresight and a visionary predictive style"; (2) Teachers with a high sense of self-awareness who can fully practice "teaching practice" are teachers with a "pragmatic teaching by example style"; (3) Teachers with a "good attitude," a "strong willingness" to teach, a "high sense of identification" acceptance and who are able to fully practice "advanced research" are considered as teachers with an "empowerment-enhancing coaching style". [ABSTRACT FROM AUTHOR]

Given that the vast majority of brand extensions fail, it is important to understand how extension failure influences consumer judgments of the parent brand that launched the extension. In the brand extension literature, there is a paucity of research on the role of consumer characteristics in influencing response to such failures. To fill this gap, the present research examines the impact of consumers' implicit theory orientation—their perspective on whether personality traits are malleable versus fixed—on the severity of negative feedback effects following extension failure. Seven studies show that entity theorists, who believe in the fixedness of personality traits, penalize parent brands more than incremental theorists, who endorse trait malleability. This brand penalty effect arises because as compared to incremental theorists, entity theorists are motivated to view brands as a cohesive group and therefore equate extension failure with the diminishment of the overarching parent brand. This effect is more likely when brand cohesiveness is low or ambiguous, but it is less likely when brand cohesiveness is high. Furthermore, while entity theorists are more likely to reduce brand evaluations after extension failure, the two groups do not differ in parent brand evaluations after extension success. [ABSTRACT FROM AUTHOR]

Background: Depression and anxiety are common mental health problems among adolescents worldwide. Extant research has found that intelligence, emotion, and failure-is-debilitating beliefs (fixed mindsets) are closely related to more depression and anxiety symptoms, hopelessness, and suicidality. Recent research also points to the importance of parental mindset, which can strongly influence children's affect, behavior, and mental health. However, the effects of parent-child mindset interventions on a child's internalizing problems have not yet been empirically examined. As recent evidence has shown the promise of single-session interventions in reducing and preventing youth internalizing problems, this study develops and examines a parent and child single-session intervention on mindsets of intelligence, failure, and emotion (PC-SMILE) to tackle depression and anxiety in young people. Objective: Using a 3-arm randomized controlled trial, this study will examine the effectiveness of PC-SMILE in reducing depression and anxiety symptoms among children. We hypothesize that compared to the waitlist control group, the PC-SMILE group and child single-session intervention on mindsets of intelligence, failure, and emotion (C-SMILE) group will significantly improve child depression and anxiety (primary outcome) and significantly improve secondary outcomes, including children's academic self-efficacy, hopelessness, psychological well-being, and parent-child interactions and relationships, and the PC-SMILE is more effective than the C-SMILE. Methods: A total of 549 parent-child dyads will be recruited from 8 secondary schools and randomly assigned to either the PC-SMILE intervention group, the C-SMILE intervention group, or the no-intervention waitlist control group. The 45-minute interventions include parent-version and child-version. Both parents and students in the PC-SMILE group receive the intervention. Students in C-SMILE group receive intervention and their parents will receive intervention after all follow-up ends. Students in 3 groups will be assessed at 3 time points, baseline before intervention, 2 weeks post intervention, and 3 months post intervention, and parents will be assessed in baseline and 3-month follow-up. The intention-to-treat principle and linear-regression-based maximum likelihood multilevel models will be used for data analysis. Results: Recruitment started in September 2023. The first cohort of data collection is expected to begin in May 2024 and the second cohort will begin in September 2024. The final wave of data is expected to be collected by the end of the first quarter of 2025. The results are expected to demonstrate improved anxiety and depression among students assigned to the intervention condition, as well as the secondary outcomes compared to those in the control group. The efficacy and effectiveness of the intervention will be discussed. Conclusions: This study is the first attempt to develop a web-based single-session intervention for students and their parents to enhance their well-being in Hong Kong and beyond, which potentially contributes to providing evidence-based recommendations for the implementation of brief digital parent-child interventions. International Registered Report Identifier (IRRID): PRR1-10.2196/63220 [ABSTRACT FROM AUTHOR]

Social exclusion can exacerbate newcomers' language difficulties and undermine their social integration. We examined whether language mindsets induce mixed attitudes towards migrants with limited proficiency in the target language, and indirectly affect willingness to interact with migrants and attitudes toward migrants' language education. Across two pre-registered experiments (N = 531) conducted in Canada, we found that people who were primed with fixed (vs. growth or control) mindsets tended to believe migrants have less potential to improve their English, but were less likely to blame them for their lack of improvement ("not their fault if they can't improve"), suggesting fixed mindsets contribute to mixed attitudes toward migrants. Furthermore, perceived linguistic potential was negatively and blame was positively correlated with contact avoidance and opposition to publicly funded language education for newcomers. These effects held after controlling for political orientations and perceived fluency of the target speaker, suggesting that language mindsets contribute to language judgments that could impact migrants' acculturation experiences. [ABSTRACT FROM AUTHOR]

In Science, Technology, Engineering, and Mathematics (STEM) fields, identity and belonging are affected by how students view themselves as belonging in STEM or not. The movement to help students understand that anyone can be successful in STEM is an incredibly important one. However, how students construct their identities within STEM is important for maintaining their engagement within STEM fields over time. If we condition students to expect positive feedback for having an aptitude in a STEM field early-on, what I deem genius culture, we risk helping these students develop resilience when faced with challenges. Although, if we tell students that everyone can succeed in STEM, we risk deflating students who are gifted or talented in STEM and equating growth/improvement as mastery, thereby discouraging inquiry. Moreover, as instructors, our own sense of STEM-self affects how we teach and reward our students for their successes. A more sustainable goal is to make students aware of their STEM-self and help students bolster their sense of belonging in STEM rather than acknowledging only their perceived successes or failures.

While forensic psychologists have some access to their patients' thoughts when deciding on a diagnosis or appraising risk, others, such as police investigators, must rely on physical evidence and behavioral markers to make sense of a crime. Studies showing that offense-supportive cognitions constitute a risk factor for sexual offending, including offenses that take place on the internet, highlight the need for some access to offenders' thoughts. This exploratory study examines the associations between offense-supportive statements about the sexual exploitation of children and adolescents and proxy behaviors. As part of PRESEL, a collaborative research project between Québec provincial police and academic researchers, the case files of 137 men convicted of using child sexual exploitation material or committing child-luring offenses were analyzed. Results showed that many meaningful risk factors and sexual offending behavioral markers were associated with the cognitive themes Sexualization of children, Child as partner, Dangerous world, Entitlement, and Uncontrollability. The use of encryption was negatively associated with the cognition Virtual is not real while Internet is uncontrollable was associated with fewer contacts with minors over the internet. Findings are useful for understanding the psychological needs that should be targeted in treatment, as well as helping prioritize police workloads. [ABSTRACT FROM AUTHOR]

It is increasingly recognized that successful self-control is not only determined by sheer willpower, but also by people's beliefs about self-control. While early research has provided evidence that people's implicit theories can moderate their subsequent self-control performance, recent research considers the role of metacognition in self-control more comprehensively. In this review, we present an overview of recent advances in the field, emphasizing self-control beliefs and their potential impact on self-control outcomes. We also stress lay beliefs about self-control as an overlooked topic and promising avenue for future research., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Author(s). Published by Elsevier Ltd.. All rights reserved.)

Associations between implicit theories of personality, perceived social competence, and attributions to explain positive and negative outcomes in social tasks were examined in a study of 103 fifth‐ and sixth‐grade girls and boys. Consistent with the basic model formulated by Dweck and Leggett (1988), it was hypothesized that having an entity, rather than an incremental, perspective would vary as a function of the degree to which children had a positive view of their social competence. The results showed that an entity theory of personality was associated with emphasis on the importance of personal characteristics and task difficulty following social failure, whereas an incremental theory was associated with emphasis on the importance of task ease following social success. High scores on the positive perceived social competence measure were associated with emphasis on the importance of personal characteristics, effort and task ease following social success and the importance of personal characteristics, luck and task difficulty following social failure. Preadolescents with an entity theory of personality were less likely to make attributions of personal characteristics and task difficulty to social failure if they had a positive view of their social competence. Preadolescents with an incremental theory of personality were not likely to make these attributions about social failure regardless of whether they viewed their social competencies as positive. These findings indicate that the association between entity and incremental views and social attributions needs to be considered in conjunction with perceptions of the self. They provided support for Deck and Leggett's (1988) model. [ABSTRACT FROM AUTHOR]

Whether rented luxury creates symbolic meaning for consumers who cannot afford it, thus, providing them with an effective way to construct their identity, similar to owned luxury, and strengthen their willingness to rent. Drawing on implicit self‐theories, we find that compared with entity theorists, incremental theorists have lower willingness to rent luxury products (Studied 1, 2, and 3), but they do not exhibit significant differences in self‐brand connection (Studied 2 and 3). We show that incremental theorists (vs. entity theorists) perceive more authentic signal than symbolic signal regarding their inability to afford luxury goods when using rented luxury products (Study 3). Neither in ownership‐based luxury consumption (Study 4, where there is no authentic signal), nor in access‐based nonluxury consumption (Study 5, where there is no symbolic signal), consumers with different implicit beliefs no longer differentiate in buying/renting intentions. Our work suggests that not all consumers who desire unaffordable luxuries are willing to rent them. Therefore, managers should consider how to reduce the negative impacts of authentic signals on incremental theorists' renting intentions. [ABSTRACT FROM AUTHOR]

Aim: Mindset has been found to be closely related to mental health symptoms. Yet no scale for the Mindsets of Depression, Anxiety, and Stress (MDASS) has been validated. This study developed a 12‐item MDASS with four items in each domain and examined its psychometric properties among young adults and adolescents. Methods: Young adults (Study 1: N = 1735, aged 18–25) and adolescents (Study 2, N = 1648, aged 9–16) completed socio‐demographics information, MDASS (unidirectional items in Study 1 and bi‐directional items in Study 2), and mental health symptoms measures. Both samples were randomly divided into two equal sub‐samples, one for exploratory factor analysis (EFA) to identify the factor structure, the other for confirmatory factor analysis (CFA) to assess the goodness‐of‐fit of EFA models. Spearman correlations were used to assess the convergent validity of MDASS with measures of depression, anxiety, and stress. Results: In Study 1, EFA yielded a three‐factor model with underlying factors of fixed mindsets on depression, anxiety, and stress; CFA revealed a good goodness‐of‐fit (CFI and TFI >0.95; RMSEA and SRMR <0.08). In Study 2 with reversed items, EFA and CFA yielded a complex model structure. Fixed mindsets were positively correlated with depression, anxiety, and stress symptoms (all absolute correlations >0.3) in both studies. Conclusion: MDASS is a reliable scale with clear factor structure to measure mindsets of negative emotions among early adults. MDASS is suggested to use only fixed‐mindset statements. The MDASS are highly associated with symptoms of depression, anxiety, and stress. [ABSTRACT FROM AUTHOR]

Existing theory has not documented the potential benefits of facing the challenges of underdog entrepreneurs, who may succeed unexpectedly. This research explains why, and under what circumstances, the underdog status of entrepreneurs can promote entrepreneurial success rather than just hinder it. We predict that the underdog effect has the potential to boost entrepreneurial resource efficiency when entrepreneurs hold an incremental (vs. entity) theory, enter a low-barrier (vs. high-barrier) industry, and are in a favorable (vs. unfavorable) business environment. Study 1 provides support for the positive relationship between underdog status and resource efficiency through an ordinary least squares (OLS) regression analysis, which is accompanied by a moderating effect of the implicit theory, industry context, and business environment. The data was obtained from two nationwide surveys. By extending a qualitative comparative analysis (QCA) of multiple case studies, Study 2 reveals support for a synergistic effect of the above factors. Our research results examine the assumption that perceiving underdog status is detrimental and offer meaningful insights into why and when underdog entrepreneurs have good performance in entrepreneurial resource efficiency. We provide a psychological and behavioral explanation for the underdog effect, extending the underdog effect theory to the field of entrepreneurship for the first time from the perspective of the actors. Finally, theoretical contributions and practical implications are discussed by indicating the limitations of the research.

The research aims to study Autotelic personality, determine its nature and factor structure, and reveal its relationships with some psychological variables associated with it, namely: implicit theory of intelligence (fixed intelligence, incremental intelligence), personal growth initiative, academic anxiety, and flow. As well as examining the differences in these psychological variables According to levels of autotelic personality (low/medium/high), and investigate the contribution of autotelic personality dimensions in these psychological variables. The study sample consisted of (743) students of the Faculty of Education - Benha University. The study results revealed that there is a significant positive relationship between autotelic personality and both of incremental intelligence, personal growth initiative, and flow, While there is a significant negative relationship between autotelic personality and both of fixed intelligence and academic anxiety. There are differences in psychological variables According to levels of autotelic personality (low/medium/high). multiple regression analysis revealed that autotelic personality dimensions serve as predictors of psychological variables. [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]

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 investigates the underlying mechanism of YOLO in millennial consumer, especially the influence of perceived economic recession on the present-biased preference. In addition, it was attempted to expand the implicit theory by proposing the individual’s entity belief as a mediator for the effect of perceived economic situation on consumers’ present-biased seeking behavior. In three experimental studies, undergraduate students who both highly primed and measured negative economic situation showed more favorable attitudes towards present-biased persuasive message and related products. The results of this research provides practical implication for marketers especially in the current situation experiencing economic slowdown due to low economic growth and COVID 19. [ABSTRACT FROM AUTHOR]

The different definitions of creativity that have been proposed by researchers have developed out of what are called explicit theories of creativity, on the basis of logical and semantic arguments, independently of empirical data. The present paper focuses on two such definitions, the standard definition (M.A. Runco & G.J. Jaeger, 2012), which defines a creative product as one that is novel and valuable, and R.W. Weisberg's (2015, 2018) intentional novelty (IN) definition, which defines a creative product as one that is novel and produced intentionally. Those two definitions make different predictions concerning the criteria that lay‐people will when making judgments of creativity: both emphasize novelty, but the standard definition also includes value, while the IN definition includes the intention of the individual. Three studies (N = 983) tested those differential predictions using a scenario method. Overall, the results supported the importance of novelty and intentionality in lay‐people's judgments of creativity, as well as raising questions about the role of value in such judgments. That pattern of results supported the IN definition. However, the results did not support the specific predictions made on the basis of the IN definition. The theoretical implications are discussed. [ABSTRACT FROM AUTHOR]

Implicit beliefs about the nature of human abilities have significant motivational, behavioral, and affective consequences. The purpose of this article was to review the application of implicit beliefs to the youth sport context and to provide theoretically derived and evidence-based instructional strategies to promote adaptive implicit beliefs about human abilities within this context. A narrative overview of theory and a review of research pertaining to implicit beliefs in education, sport, and physical activity are undertaken. Theoretically derived and evidence-based instructional strategies are outlined, and specific coaching behaviors are suggested. Six instructional strategies to promote adaptive implicit beliefs in these contexts are suggested: focusing on effort and persistence, facilitating challenge, promoting the value of failure, defining success as effort, the promotion of learning, and providing high expectations. It is concluded that instructional strategies may be used to facilitate positive motivational, behavioral, and affective outcomes for young people within a sport context. [ABSTRACT FROM PUBLISHER]

Two potentially impactful conceptions of mathematics and mathematics teaching, teachers' implicit theories (i.e., mindset) toward intelligence and mathematical ability, have not been well examined in the literature. This study established baseline characteristics for these constructs across grades K‐12 teachers through a survey of background and mindset characteristics of 583 classroom teachers. Analyses regarding the uniqueness of these constructs, their proportions in the sample of teachers, and differences in mindset by subject and grade level taught are provided. Mindset regarding mathematical ability was found to be distinguished from mindset regarding general intelligence, and as a whole, teachers displayed drastically different distributions of mindset than the population, with growth‐oriented mindset characteristics for intelligence and mathematical ability greatest among elementary teachers and mathematics teachers. Additionally, teachers' mindsets regarding these constructs appeared to be strongly oriented toward growth. Mindset constructs, which are potentially impactful to mathematical teaching practices, should be further examined in relation to effective classroom teaching, particularly at the elementary level, and differences in the distribution of these constructs by grade level taught should be further explored. [ABSTRACT FROM AUTHOR]

The brand relationship literature shows that the humanizing of brands and products generates more favorable consumer attitudes and thus enhances brand performance. However, the authors propose negative downstream consequences of brand humanization; that is, the anthropomorphization of a brand can negatively affect consumers' brand evaluations when the brand faces negative publicity caused by product wrongdoings. They find that consumers who believe in personality stability (i.e., entity theorists) view anthropomorphized brands that undergo negative publicity less favorably than nonanthropomorphized brands. In contrast, consumers who advocate personality malleability (i.e., incremental theorists) are less likely to devalue an anthropomorphized brand from a single instance of negative publicity. Finally, the authors explore three firm response strategies (i.e., denial, apology, and compensation) that can affect the evaluations of anthropomorphized brands for consumers with different implicit theory perspectives. They find that entity theorists have more difficulty in combating the adverse effects of brand anthropomorphization than incremental theorists. Furthermore, they demonstrate that compensation (vs. denial or apology) is the only effective response among entity theorists. [ABSTRACT FROM AUTHOR]

• Language mindsets guide people to make sense of their experiences in intercultural contexts. • Trait and experimentally-induced language mindsets predicted support for migrants' integration. • Fixed (vs. growth) mindsets led to negative judgments about immigrants' language potential. • Judgment of potential predicted contact avoidance and opposition to integration programs. • Growth language mindsets promote positive intercultural relations. People rely on their lay theories, or mindsets, to make meaning of their experience in intercultural contact. Given that proficiency in the local language is a crucial social marker of immigrants' integration, we argue that language mindsets (i.e., beliefs about whether language learning ability is fixed or changeable) guide members of the receiving society to make inferences about immigrants' language ability (e.g., "can immigrants improve their language ability?"). This social inference, in turn, predicts their willingness to interact with immigrants and support immigrants' language education. In a correlational study (n = 231) and an experimental study (n = 106), we investigated whether and how language mindsets influence participants' support for immigrants' intercultural contact. We found that trait and experimentally-induced fixed (vs. growth) mindsets led to negative judgments of immigrants' potential to develop their skills in the local language, which in turn predicted avoidance of contact with migrants and opposition to governmental funding of immigrants' language education. The effects held even after controlling for participants' political orientations, perceived difficulties of the English language, and judgments of target immigrants' language fluency. These findings suggest that promoting growth mindsets about language ability can lead to more positive intercultural attitudes that impact the acceptance of migrants. We discussed the implications of language mindsets for understanding the processes of intercultural communication and forming positive intercultural relations. [ABSTRACT FROM AUTHOR]

There is evidence that endorsing a higher level of offense-supportive cognitions is associated with contact sexual offending. Such an association assumes the construct of cognitions as unidimensional, thus ignoring the possibility that specific subtypes of cognitions exist and that certain may be criminogenic. To investigate this possibility, this study aimed at examining the associations between criminal behaviors and cognitive themes found in the discourse of men who engage in sexual offenses against children over the Internet. Through the discourse of a sample of 60 men with online child sexual exploitation material and solicitation offenses, a previous study identified eight cognitive themes: Uncontrollability, Nature of harm, Child as sexual being, Child as partner, Dangerous world, Entitlement, Virtual is not real, and Internet is uncontrollable. These themes were not investigated for their criminogenic nature. Thus, in this study, bivariate analyses were used to determine whether these cognitive themes were linked to three indicators of criminal behaviors: the extent of criminal charges, the diversity of offending behaviors, and the nature of contact with victims. Results suggest that, taken as a whole, online sexual offense-supportive cognitions may not be criminogenic. Moreover, only cognitive themes related to antisocial orientation and atypical sexuality were found linked with criminal behaviors, although associations found remain limited. Findings and associated implications are further discussed for research and clinical purposes. [ABSTRACT FROM AUTHOR]

Student reactions to grades can be unpredictable. Students may complain about grades, sometimes angrily, even when they receive a moderately high grade. This study looks at beliefs about the self as predictors of students' reactions to an average grade received on a hypothetical assignment. It examines the effect of a student's self-efficacy with regard to ability and performance on assignments, and the effect of a student's implicit theory, whether the student holds a more fixed view or a more malleable view of academic ability and performance. Levels of self-efficacy (low to high) and implicit theories (more malleable view of abilities to more fixed views of abilities) are varied, with cumulative GPA included as well in regression analysis. Results show that a malleable view of abilities leads not only to lower levels of overall satisfaction with a grade but also less anger and likely influences students to strive to improve. Self-efficacy regarding the course has less of an impact than implicit theories about abilities, but students with higher overall GPAs liked the instructor less. [ABSTRACT FROM AUTHOR]