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While a breadth of literature has asserted the potential physiological benefits of cold-water-immersion (CWI) activities (such as sea swimming, ice baths, and cold showers), analyses on their possible psychological effects is more limited. The current analysis (N = 164) aimed to explore the relationship between CWI and a number of psychological variables pertaining to mental health and psychological fortitude by comparing those who engage in CWI via various modalities (n = 120) and at various levels of frequency to those who do not (n = 44). When controlling for levels of daily stress, engagement in cold-water activities was found to be associated with lower levels of depression, anxiety, and stress, as well as higher levels of resilience, self-efficacy, and mental toughness. Furthermore, analyses suggested a "dosage effect" as more frequent CWI was associated with significantly more positive levels of mental toughness and self-efficacy. [ABSTRACT FROM AUTHOR]

Selling is often associated with competitiveness, which has led many scholars to examine trait competitiveness as a driver of salesperson performance. However, it is also suggested that competitiveness contributes to less cohesive work environments which can have adverse effects on firms and their stakeholders. The authors explore this dichotomy by first conducting a field study utilizing multilevel, multisource data acquired from 358 salespeople working at 86 offices of a large company. Using Mplus, the authors employ a 1-2-1 multilevel model to test the effects of trait competitiveness on work group cohesion, along with subsequent effects on sales performance and turnover. Findings reveal a surprising positive relationship between trait competitiveness and work group cohesion, with the latter reducing turnover likelihood. Thus, trait competitiveness has indirect effects, through work group cohesion, in reducing turnover, while having direct and positive effects on sales performance. Results of a follow-up qualitative study reveal that the positive relationship between trait competitiveness and work group cohesion can be attributed to the competitive focus (i.e. interpersonal, intergroup, or intrapersonal) of the individuals within the sales organization. Overall, this work shows that organizations can have both competitive salespeople and cohesive work environments, contributing beneficially toward sales output and turnover. [ABSTRACT FROM AUTHOR]

Background and Objectives: This study measured patient reactions to medical metaphors used in musculoskeletal specialty offices and asked: (1) Are there any factors associated with patient thoughts and emotions in response to common metaphors? (2) Is there a difference between patient ratings of metaphors rated as potentially reinforcing misconceptions and those that are more neutral? Methods: In a cross-sectional study, 228 patients presenting to multiple musculoskeletal specialty offices rated reactions to 4 metaphors presented randomly from a set of 14. Two were categorized as potentially reinforcing common misconceptions and 2 as relatively neutral. Bivariate tests and multivariable regression identified factors associated with patient ratings of levels of emotion (using the standard assessment manikins) and aspects of experience (communication effectiveness, trust, and feeling comfortable rated on 11-point ordinal scales) in response to each metaphor. Results: Levels of patient unhelpful thinking or distress regarding symptoms were not associated with patient ratings of patient emotion and experience in response to metaphors. Metaphors that reinforce misconceptions were associated with higher ratings of communication effectiveness, trust, and comfort (P < .05). Conclusion: The observation that metaphors that validate a person's understanding of his or her illness may elicit trust even if those metaphors have the potential to reinforce misconceptions may account for the common usage of such metaphors. Clinicians can work to incorporate methods for building trust without reinforcing misconceptions. [ABSTRACT FROM AUTHOR]

We explored the potential benefits and costs of believing one can change their weight (i.e. growth mindset) in the context of a digital weight management program. We investigated mechanisms by which growth mindsets relate to weight loss achievement and body shame. Among participants seeking to lose weight (N = 1626; 74.7% female; 77.9% White; M age = 45.7), stronger growth mindsets indirectly predicted greater weight loss achievement through positive offset expectations and subsequent increased program engagement. Additionally, stronger growth mindsets predicted less body shame through positive offset expectations but predicted more body shame through increased onset responsibility, replicating the double-edged sword model of growth mindsets. We conclude with applications that leverage growth mindsets for optimal behavior change while mitigating costs such as body shame. [ABSTRACT FROM AUTHOR]

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]

Background: According to Dweck's mindset theory, implicit beliefs (a.k.a. mindset) have an organizing function, bringing together mindset, achievement goals and effort beliefs in a broader meaning system. Two commonly described meaning systems are a growth‐mindset meaning system with mastery goals and positive effort beliefs, and a fixed‐mindset meaning system with performance goals and negative effort beliefs. Aims: Because of assumed heterogeneity within these two meaning systems, we aim to (1) examine multiple‐mindset profiles based on mindset, achievement goals and effort beliefs, by using a data‐driven person‐oriented approach, and (2) relate these different profiles to several outcome measures (academic achievement, motivation and school burnout symptoms). Sample: Self‐report questionnaire data were collected from 724 students (11.0–14.7 y.o.; 46.7% girl; 53.3% boy; Mage = 12.8 y.o.). Methods: Latent profile analysis was conducted using mindset, achievement goals and effort beliefs. Results: Four profiles were revealed: one fixed‐mindset profile and three growth‐mindset profiles, which differed in their performance goal levels (low, moderate and high). Growth‐mindset students with low‐ or moderate‐performance goals had more advantageous outcomes, for example, higher math grades and lower school burnout symptoms, compared to growth‐mindset students with high‐performance goals. Fixed‐mindset students had the least advantageous outcomes, for example, lower grades, less intrinsic motivation and more school burnout symptoms. Conclusions: Our study emphasizes the importance of taking a holistic approach when examining mindset meaning systems, revealing the importance of the level of performance goals and including multiple academic outcomes. [ABSTRACT FROM AUTHOR]

In this study, a sample (N = 55) of preservice elementary teachers were asked what it takes to be good at math and whether or not they seem themselves as 'do-ers' of math. An examination of their responses to both a Likert Scale and corresponding open-ended questions revealed five key themes: having a good attitude, being a good student, practicing, possessing particular numeric skills, and natural ability. Yet, despite their personal willingness to work hard and have a good attitude, many indicated that they do not see themselves as good at math – e.g. only 38% agreed with the statement 'I am good at math'. Thus, there is a contradiction in beliefs: These preservice elementary teachers believe that to be good at math, one must practice math. They see themselves as willing to practice math. Yet, they do not see themselves as 'do-ers of math'. Their responses express a troubling disconnect, as they see themselves trying to be good at math, but not necessarily succeeding. Analysis of these intriguing findings prove instructive for enhancing the preparation of future elementary school teachers. [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]

Copyright of Nankai Business Review is the property of Nankai Business Review Editorial Office 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 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.

Enterprise and entrepreneurship education (EEE) in higher education (HE) is expanding, emphasizing diverse outcomes and teaching methods. This special issue explores extracurricular EEE, which includes voluntary activities like business competitions, networking events, and guest speakers, aimed at enhancing entrepreneurial skills and promoting entrepreneurship as a career. These activities are currently facing challenges in sustainability, engagement and varying availability across institutions. Additionally despite evidence of the positive impacts of employability and entrepreneurial endeavors, research on the value of these activities remains limited. This speical issue intends to address this deficit and includes six research papers examining various aspects of extracurricular EEE and, collectively, providing valuable insights for educators and policymakers to enhance EEE practices. [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]

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.

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.

Universities have developed various informal learning experiences, such as design challenges, hackathons, startup incubator competitions, and accelerator programs that engage students in real-world challenges and enable environments for creative problem-solving. However, limited studies explain the extent and nature of the impact of student innovation competitions and programs (ICPs) on participating students' innovation mindset. Current literature was analysed using network analytics techniques to discover relations among ICPs and innovation skills. Using an online instrument, 194 students from two universities categorised and ranked skills/abilities they gained as the most or least improved due to participating in ICPs and their challenges during ICPs. The collected data was analysed to gain insight into the student's experiences and perceptions. The findings of this study showed that overall, students rated technical and problem-solving skills higher than some innovation mindset skills. However, the findings also suggested that incorporating more entrepreneurial elements in ICPs may improve the innovation mindset learning outcomes of ICPs. The findings contribute to how ICPs can be better designed to foster an innovation mindset, mitigate challenges that students come across, and increase the participation of all students. [ABSTRACT FROM AUTHOR]

Based on previous research, halal tourism development in Indonesia has not been optimal and faces various obstacles and constraints both psychological, regulatory, and socio-economical. One of the priority issues in the development of halal tourism is how to change the knowledge, and awareness among journalists and content creators so that the concept of halal tourism can be spread widely in various media. For this reason, this study uses an action research approach with Focus Group Discussion, interviews, and media content analysis, then provides treatment through the dissemination of the concept of halal tourism and fulfillment of halal products in tourist areas. The results showed that there is still an understanding gap about the concept of halal tourism, and a lack of awareness about the importance of developing halal tourism so that stakeholders have limited information about halal tourism produced by journalists and content creators in their respective media. The strategic approach to changing knowledge, awareness, and behavior related to halal tourism is through providing education and information to journalists and content creators, socializing government policies and action plans in an integrated manner, intensifying promotions related to halal tourism, information technology mapping, and community service activities related to halal tourism. [ABSTRACT FROM AUTHOR]

This research was conducted to analyze the mindset of small-scale garment business actors from the perspectives of production and marketing, considering that these two aspects have an important role in creating added value in the value chain of small-scale garment businesses. This research uses a qualitative descriptive method. The type of data required is primary data obtained from in-depth interviews with actors from garment businesses located in Bandung City and Bandung Regency. The research results find that the mindset of small-scale garment entrepreneurs from a production perspective shows that most of them are oriented toward always looking for the best production methods and never feeling satisfied (creativity is not a methodology but a mindset). Given that the market for garment products wants to have a relatively fast product life cycle, the emergence of market responses to the products offered is an important input for garment businesses to produce market-oriented products. In relation to the production mindset, garment businesses pay attention to the marketing mindset, where customer loyalty is considered crucial since customers are valued as an asset that supports the business instead of a burden, and marketing is considered a margin center, not a cost center. [ABSTRACT FROM AUTHOR]

AbstractGrowth mindset and learning goal orientation are related to positive outcomes and experiences for both students and instructors in the higher education context. The present study examined growth mindset and learning goal orientation toward teaching as predictors of instructors’ likelihood of seeking feedback about their teaching. Considering that all feedback may not be perceived as equally valuable, we also examined the sources from which instructors were likely to seek feedback. Full-time faculty members (n = 103) responded to measures of general mindset, teaching mindset, teaching goal orientation, and likelihood of seeking feedback about teaching from multiple sources. They reported being more likely to seek feedback from students and department colleagues than from more distant colleagues. Learning goal orientation mediated the relationship between teaching mindset and likelihood of seeking feedback from students; instructors with more of a learning goal orientation reported a more growth-oriented mindset for teaching and greater likelihood of seeking feedback from students. We conclude that instructors who are learning goal-oriented are more likely to perceive teaching as a skill to be developed and thus are more likely to seek feedback, especially from students and close colleagues. Professional development programs (and reward systems in universities) may do well to focus on encouraging learning goal orientation in order to improve instructor performance. [ABSTRACT FROM AUTHOR]

Mental health has become a controversial topic worldwide. The social media, pandemic, and societal trends are found to have strong link to the rise of mental health conditions. Mental health shows a paramount importance to the overall well-being of an individual and significantly affected by the mindset, anxiety, and psychological well-being. This study aims to determine the relationship among mindset, anxiety, and psychological well-being of senior high school students atSaint Mary’s University. The descriptive, comparative, and correlational research designs and thematic analysis were utilized in analyzing the quantitative and qualitative data gathered from the 508 senior high school students. Findings reveal that students predominantly have growth mindset with some fixed ideas and experienced moderate levels of anxiety but they have high psychological well-being. Moreover, it is found that there is a significant difference in the type of mindset based on academic standing (p=.005), the level of anxiety based on sex (p=.001) and strands (p=.007), and the level of psychological well-being based on socioeconomic status (p=.026). Furthermore, results shows that there is a significant relationship between mindset and psychological well-being (r=.366, p=.000). However, it is found that there is no significant relationship between mindset and anxiety and anxiety and psychological well-being. Further research is needed to understand the complex relationship between mindset, anxiety, and psychological well-being, as well as to develop effective interventions to support students' mental health. [ABSTRACT FROM AUTHOR]

Previous research shows that being in a situation of economic scarcity promotes a more concrete mindset that motivates behavioral decisions based on action difficulty and their short‐term outcomes, which frequently entails negative consequences. However, a concrete mindset can be counteracted by inducing an abstract mindset to help people focus on final broad goals. We explored how focusing on transcendent motives (vs. self‐oriented) promotes a more abstract mindset facilitating prosocial behavioral intentions. Study 1 (pre‐post design) explored whether focusing on transcendent motives for engaging in activities promoted a more abstract mindset compared to focusing on self‐oriented motives. Using a 2 × 2 design with two consecutive opposing primes, Study 2 tested how inducing a transcendent orientation could reverse the effect caused by perceiving economic scarcity, promoting greater orientation toward others and prosocial behavioral intentions. In Study 1 participants who generated transcendent motives for behaviors presented a greater increase in the abstraction of construal level, compared to those who only generated self‐oriented motives for the same behaviors. Study 2 demonstrated that, when participants who perceived economic scarcity were focused on transcendent motives (vs. self‐oriented) to promote a more abstract mindset, their orientation toward others increased. Interestingly, for people perceiving economic scarcity, whose own difficulties could reduce prosocial behaviors, the greater orientation toward others promoted a greater intention to engage in demanding prosocial behaviors. We provide evidence of new strategies to promote abstraction in individuals and increase their involvement in prosocial behavioral intentions, especially for those perceiving economic scarcity. [ABSTRACT FROM AUTHOR]

Childhood wellbeing is essential for positive outcomes in adulthood, as is academic attainment. Schools play a pivotal role in laying the foundations for children to live well. However, research investigating the relationship between wellbeing and attainment has relied on conceptualisations of wellbeing that are too broad (i.e. overall and domain-general wellbeing) or samples spanning large age ranges (thereby overlooking developmental differences). Additionally, the role of mindset, a potentially co-occurring psychological state of both wellbeing and attainment, has been neglected. This study therefore investigated the wellbeing-attainment relationship in 942 children aged 9–11 (447 male, M age = 10.5; 495 female, M age = 10.6) across 17 schools in England (UK). Structural equation models distinguished between overall wellbeing, life satisfaction, and eudaimonia, examining associations of each with children's attainment on standardised tests, accounting for mindsets, achievement goals, and sociodemographic factors. Results indicated lower life satisfaction was significantly associated with higher attainment on average, and in English and Mathematics, while eudaimonia was not significantly related to attainment. Overall wellbeing was negatively associated with Mathematics attainment only. A growth mindset was positively associated, while a fixed mindset was negatively associated, with wellbeing. In turn, a growth mindset was significantly positively associated, while a fixed mindset was negatively associated, with attainment. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

Studies indicate that racial disparities in STEM achievement or equity grade gaps are associated with faculty fixed mindset beliefs; however, whether specific instructional beliefs are linked to student academic achievement remains unclear. We surveyed 216 STEM faculty to assess their mindset and instructional beliefs and linked these to detailed student transcript data (n = 31,361). Results reveal that faculty with fixed mindset beliefs also endorsed more traditional instructional beliefs regarding assessment, grading, and diversity. Further, the endorsement of these beliefs was associated with larger equity grade gaps. Analysis of faculty characteristics indicate that male faculty, full professors, and instructors in Physical Sciences tended to hold instructional beliefs that are linked to larger equity grade gaps. [ABSTRACT FROM AUTHOR]

The responsibility for creating accessible software within the development of digital services is important for multiple reasons, mainly equity and inclusion. However, adopting and sustaining the development of accessible digital solutions has always been challenging, more so in countries that are relatively new to the concept of universal design, and physical and digital accessibility, and where legal sanctions are not yet established. This work investigates the technology scene in the State of Kuwait and analyses the responses of computing professionals with regard to their skills, best practices and procurement of accessible tech and to their level of awareness toward people with disabilities. The findings reveal a low level of awareness among tech professionals with regard to disabilities and digital accessibility-related standards. The findings also highlight a lack of available guidance for developing inclusive design and accessibility. Additionally, time constraints, lack of training, legal enforcement and fundamentals concepts during undergraduate and higher education contributed to observed weaknesses. Participants were keen to learn more and benefited from flyers and free professional development courses offered as incentives for survey completion. [ABSTRACT FROM AUTHOR]

The multifaceted nature of peer social status entails personal benefits and potential detrimental effects that are particularly relevant to adolescents, as they place a higher emphasis on popularity and being well-liked compared to other stages of development. The study examined adolescents' motivational constructs related to gaining or changing popularity and likeability and their associations with other social status factors on a sample of 280 secondary school students from a single urban school. It aimed to establish and examine the psychometric properties of four popularity motivation scales (self-efficacy and mindset for popularity and likability), investigate their construct validity, and explore their relationship with participants' social status goals and self-beliefs. The study's results confirmed the existence of four distinct motivational dimensions related to popularity that were found to correspond with various social status goals and self-beliefs, suggesting that adolescents hold motivations for changing their popularity and likability that might align with other social status factors. In addition, the study found that mindset for popularity and likability had limited associations with other social status self-beliefs, indicating that the belief in the capacity to change one's popularity and likability may have a smaller impact on overall perceptions of social status compared to self-efficacy. [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]

This conceptual paper considers doctoral candidate mindset and effective doctoral supervision. I explore mindset through a Critical Mobilities lens to posit two mindsets that candidates inhabit on their doctoral journey: transit and connectivity (Kesselring, (2006). Pioneering mobilities: New patterns of movement and motility in a mobile world. Environment & Planning A, 38(2), 269–279. ). I suggest management of doctoral research in the UK and internationally predisposes doctoral candidates and their supervisors to a 'transit mindset' which focuses on completion. On the other hand, a 'connectivity mindset' of exploration better enables critical and creative thinking. While both mindsets are necessary for the production of a high-quality thesis, a connectivity mindset can be more uncomfortable for both supervisors and doctoral candidates in the context of the neoliberal performance management culture. With the aim of supporting better doctoral research and doctoral experience, the paper theorises three manifestations of connectivity mindset that supervisors may encounter. These are: 'rhizomic thinking' which the supervisory team can identify and support in their supervisee; the 'nomadic space' which is created between supervisor and supervisee when they share a connectivity mindset; and a 'third space' that is entered into by supervisors and supervisees, when a shared connectivity mindset incorporates personal experiences, feelings and needs. The paper concludes with six areas of focus for development of supervisory practice. [ABSTRACT FROM AUTHOR]

Copyright of Qardhul Hasan: Media Pengabdian Kepada Masyarakat is the property of Universitas Djuanda 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.)

Math mindsets are mathematical abilities beliefs that can take two forms: growth (i.e., abilities can develop) and fixed (i.e., abilities are innate). Math mindsets during elementary school received little attention, especially among younger students. This study examined math mindsets and tested a mediation model in which math achievement predicted math mindsets via math self-concept. Elementary students (N = 220) from grades 1–6 completed a questionnaire in class. Results showed that growth and fixed math mindsets can be measured and distinguished in younger students, younger students endorsed growth math mindset more strongly than older students, and girls endorsed it more strongly than boys. Structural equation modeling showed that math achievement positively and directly link on both dimensions of math self-concept (affect and competency), and that affect directly link to a stronger adoption of a growth math mindset while competency negatively and directly link on growth and fixed math mindsets. Findings have important implications for mindset theory and interventions. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Due to the threat of COVID-19, many educational institutions have made urgent decisions about how to continue teaching and learning, taking their courses online. The transition from face-to-face teaching to Emergency remote teaching (ERT) has made it difficult for individuals to organize their learning processes independently. Therefore, in this period, it is expected that learner profiles will differ from traditional online learning, and there are uncertainties in this regard. The aim of this study is to examine learner profiles in ERT according to online self-regulation (SR) strategies, achievement emotion, and mindset. The study group of this research consists of 659 university students. Latent profile analysis, one-way ANOVA, and multinomial logistic regression analysis (MLA) were used in the analysis of the data. As a result of the research, four profiles emerged: (a) low SR, negative type in emotions, and low growth mindset beliefs, (b) low to moderate SR, positive type in emotion and high growth mindset belief, and (c) moderate to high SR, diversified type in emotion and fixed mindset, (d) high SR, positive type in emotion, growth mindset beliefs. MLA findings show that SR strategies, enjoyment, anxiety, gender, age, and GPA affect differences in predicting several profile memberships of learners. [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]

Copyright of Journal of International Civilization Studies is the property of Kyrgyz-Turkish Manas University 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.)

Grit, defined as perseverance and passion for pursuing long-term goals, is an important predictor of academic achievement. Whether mindset about talent moderates the relationship between grit and academic achievement has not been tested. Institutional data collected prior to starting at West Point was analyzed using hierarchical multiple regression to assess the predictive power of grit, physical fitness test scores, entrance exam scores, mindset about talent, and the interaction between grit and mindset about talent on first semester and cumulative academic performance for 1140 cadets from the Class of 2019. Hierarchical regression results showed that grit, physical fitness, and entrance exam scores significantly predicted first semester grades, as did the grit by mindset about talent interaction. Regression results predicting cumulative academic performance showed grit and entrance exam scores to be significant predictors, along with the grit by mindset interaction. Although entrance exam scores were the best predictor of both outcomes, simple slope analyses showed that the strongest association between grit and academic performance was observed for cadets with fixed mindsets about talent. Having a fixed mindset about talent moderated the relationship between grit and academic performance at two points in time for West Point cadets. [ABSTRACT FROM AUTHOR]

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]

Growth mindset has been shown to predict academic achievement in a variety of student populations, though the strength of the relationship can vary depending on the characteristics of the students examined. Using a large-scale sample of middle school students from a diverse district in the United States, we examine how multiple facets of students' experiences and background characteristics may interact to impact the relation between mindset and academic achievement. We consider whether the risk factors of socioeconomic status (including a student's daily experience of that status) and recent school transition interacted with mindset in predicting academic achievement. We show that mindset is most predictive of academic achievement in students with two academic risk factors. These results highlight the importance of context when considering how mindset might be used to improve academic achievement for students at the greatest academic risk. [ABSTRACT FROM AUTHOR]

Education is a fundamental human right without gender discrimination to uplift the economic, social, and culture of society through education. The main purpose of the study was to investigate the comparison of educated & uneducated parents' mindsets regarding female education at secondary school level. The essentialness of this investigation was to view the mindset of parents comparatively toward girls' education. The population of study was parents of secondary school-level students of Dera Ghazi Khan. The research design was causal-comparative based on a survey. The sample of the study was 96 parents who were selected through the random sampling techniques. The questionnaire was developed at a five-point Likert type of scale to collect the data from the selected parents. The study results showed that educated parents preferred the girls' education more than uneducated parents, urban parents than rural parents, and mothers than fathers. Thus, it is recommended that the female should avail educational opportunities for their educational development. The government must offer financial help to those parents who are unable to educate their daughters due to financial constraints. [ABSTRACT FROM AUTHOR]

Something is not right in the safety profession. Many books written by professionals in the 2010s express a strong discontent. These professionals are highly critical of their situation, practice, role and identity. In these books, they express what this article describes as the 'blues of safety professionals'. Although varying in writing style, tone, theoretical inspiration, emphasis and experience, they address similar issues which relate to practices corresponding, in their eyes, to outmoded, inadequate or even perverse ideas. The aim of this article is to introduce, summarize, explain and problematize the significance of this literature. Following a methodological section, the 'safety professional blues' is introduced. It is argued in another section that the 'blues' pinpoints what these authors consider to be flawed assumptions about many of the core ingredients of the safety profession. The roots of this discontent are the topic of another section, while a final section problematizes the 'blues'. [ABSTRACT FROM AUTHOR]

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The undergraduate college years are a critical time when students are beginning to think seriously about their career interests, and it is critical that students have a positive outlook for their mathematical learning if they are going to pursue math-related STEM majors. The current research with 748 undergraduate math students found that the more they endorsed a fixed mindset, the more they were likely to experience math anxiety, a relationship partially explained by their adoption of mastery-avoidance and performance-avoidance goals. Furthermore, the degree of this mediation effect did not differ for men and women. While women were not more likely to hold a fixed mindset for their math intelligence, they did report higher scores for math anxiety in comparison to men. In addition, if students felt that when they were growing up, their parents were uncomfortable helping them with math homework, it also led to students' math anxiety, and this was partially explained by influencing students' fixed mindset beliefs about their math intelligence. [ABSTRACT FROM AUTHOR]

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.

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.