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Clinical Scenario: Anterior cruciate ligament (ACL) injuries are a common injury experienced by athletes and often involve lengthy and invasive treatments. Given the literature that exists supporting psychosocial response to injury, it is important to understand how these factors influence the recovery process ultimately influencing readiness to return to play. Clinical Question: What is the impact of psychosocial factors on athlete readiness to return to sport participation post-ACL reconstruction (ACLR)? Summary of Key Findings: All studies found that psychosocial factors, including athletic identity, motivation, anxiety, control, and fear, impacted perceived readiness to return to play. Several studies found various levels of influence in both a positive (eg, motivation and resilience) and negative (eg, fear and anxiety) direction. Furthermore, despite presenting more psychosocial barriers than physical, these factors do not appear to influence actual physical recovery. Clinical Bottom Line: Psychosocial factors have both direct and indirect effects, positive and negative, on an athlete's perceived readiness to return to the play. ACLR rehabilitation protocols are well developed, well established, and known to be effective; however, athletes still do not feel ready to return, and there are physical and mental risks associated with that uncertainty. Therefore, psychosocial factors are important to include and prioritize as part of the ACLR recovery process to ensure athletes are physically and psychosocially ready to return to play. Strength of Recommendation: Grade B evidence exists that psychosocial factors positively and negatively impact physical recovery and perceptions of recovery on return-to-play post-ACLR. [ABSTRACT FROM AUTHOR]

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]

Applying inspiration theory, this research contrasts the effect of commitment- versus achievement-focused social media employee recognition on growth- versus fixed-minded job seekers' perceived organizational attractiveness and job pursuit intentions. Results across two studies show that growth-minded job seekers exhibit significantly higher levels of perceived organizational attractiveness and job pursuit intentions toward commitment-focused (vs. achievement-focused) recognition. In contrast, there was no discernible difference among fixed-minded job seekers. Notably, these effects were moderated by recognized individuals' organizational status (i.e., employee vs. management) and the recognition reshare party (i.e., recognized individual vs. company). Moreover, the findings observed that the conditional effects were underpinned by the mechanism of inspiration. This research offers valuable insights for the hospitality management literature and provides pragmatic recommendations for hospitality firms and HR professionals aiming to attract growth-minded potential employees. [ABSTRACT FROM AUTHOR]

Peers, in terms of both friends and cooperation partners, are a very important aspect of the social context of adolescents. They may affect adolescents' intelligence mindsets and therefore their school motivation and success. Being friends or cooperating with a peer with a similar mindset might either enhance (in case of a growth mindset) or hinder (in case of a fixed mindset) adolescents' motivation to learn. In this cross-sectional social network study, we first examined whether friendship networks and cooperation partners networks within school classes differ from each other. Second, we investigated whether adolescents' friends and cooperation partners have similarities in mindsets. We analysed peer nominations and intelligence mindsets within 26 Dutch classes of early and mid-adolescents (N = 558) using the quadratic assignment procedure (QAP). Our data showed that three unique networks could be distinguished: a friendship only network, a combined friends and cooperation partners network and a cooperation only network. Multiple regression quadratic assignment procedures (MRQAP) indicated no evidence for similarity in mindset in all the three networks. However, we did find that adolescents with a growth mindset select more peers to cooperate with than adolescents with a fixed mindset. This latter finding shows that mindset influences social interactions in the context of cooperation between adolescents. It might be valuable to take the social context into consideration in the development of new mindset interventions. [ABSTRACT FROM AUTHOR]

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

One's belief about intelligence (e.g., whether intelligence is malleable or fixed) impacts academic outcomes such as academic engagement. To examine exactly how this could take place, it is worth addressing the features of the academic setting, such as many opportunities to compare oneself with other students. Indeed, social comparison may affect the relation between belief in intelligence and academic engagement. We hypothesized that the belief that intelligence is malleable (i.e., growth mindset) would be positively associated with students' academic engagement through social comparisons that are linked to comforting conclusions, while the belief that intelligence is fixed (i.e., fixed mindset) would be negatively associated with students' academic engagement through social comparisons that are linked to threatening conclusions. The results demonstrated that growth mindset was positively associated with upward identification, one type of comforting social comparison, which was in turn positively associated with academic engagement. On the other hand, fixed mindset was positively associated with threatening social comparison. Based on the results, the relation between intelligence beliefs, social comparison types, and academic engagement are discussed. [ABSTRACT FROM AUTHOR]

Objective: Solitude is a common experience that can elicit both positive (e.g., relaxation) and negative (e.g., loneliness) emotions. But can changing the way we think about solitude improve its emotional effects? In a previous study, our team found that positively reframing solitude buffers against a reduction in positive affect when alone. Yet, it is unknown whether people who are lonely—and thus more likely to experience solitude negatively—benefit from modifying their beliefs about being alone. Method: Here, we test whether reframing solitude as a beneficial experience or de‐stigmatizing loneliness helps people experiencing moderate‐to‐severe loneliness (N = 224) feel more positive emotion and less negative emotion during solitude. We randomly assigned participants to read about either the benefits of solitude, the high prevalence of loneliness, or a control topic. Then, participants spent 10 min alone in the laboratory. State affect was assessed before and after the solitude period. Results: Across conditions, the solitude period reduced high‐arousal positive (e.g., excited) and high‐arousal negative (e.g., anxious) affect. Notably, people who read about the benefits of solitude experienced a significantly larger increase in low‐arousal positive affect compared with the control condition. Conclusion: Our findings indicate that lonely individuals can more readily reap the emotional benefits of solitude when they reframe solitude as an experience that can enhance their well‐being. [ABSTRACT FROM AUTHOR]

Mindsets, beliefs about whether abilities can improve, are thought to be important determinants of psychological processes and outcomes. However, the traditional distinction between fixed (unable to change) and growth (able to change) mindsets leaves unexplored a related set of beliefs concerning whether it is possible to change the effort or speed at which growth happens. To create a new measure of these beliefs—which we refer to as Growth Rate Orientation (GRO) beliefs—in Study 1 (N = 260), we conducted an exploratory factor analysis then, in Study 2 (N = 239), conducted a confirmatory factor analysis and examined both convergent and divergent validity. Results supported a three-factor solution, separating growth-rate (e.g., I can change the speed at which I grow), growth-effort (e.g., I can change how much effort growth requires), and fixed-change (e.g., I cannot change how easily or how quickly I grow) beliefs from each other and from classic fixed/growth mindset measures (.26 <|r|s <.66). Additionally, results suggested that GRO beliefs, particularly the growth-effort and fixed-change beliefs, predicted related outcomes (goal orientations and self-handicapping) as well as or even slightly better than traditional mindset measures. Implications regarding theory and measurement of mindsets are discussed. [ABSTRACT FROM AUTHOR]

Despite some research showing the relation of academic contingent self-worth to academic self-handicapping, evidence for how to improve the situation is limited. To address this research gap, this experimental study (N = 560) examined whether failure mindsets moderated the association between these two variables. Participants were randomly assigned to one of the four conditions: (a) easy task, failure-is-enhancing, (b) easy task, failure-is-debilitating, (c) difficult task, failure-is-enhancing, and (d) difficult task, failure-is-debilitating conditions. The main hypotheses concerned the amount of practice (an indicator of academic self-handicapping) that the participants displayed in face of a difficult task, which suggests a high risk of failure. Results showed that among highly academically contingent students, those who were in the failure-is-enhancing condition reported less state anxiety and more task enjoyment as well as practicing more in face of anticipated failure (i.e., fewer self-handicapping behaviors) than those in the failure-is-debilitating condition. As for low contingent students, those in the failure-is-enhancing condition also practiced more when confronted with a difficult task compared with those in the failure-is-debilitating condition, whereas there were no significant differences between the failure mindset conditions for state anxiety and task enjoyment. By contrast, global self-esteem, perceived academic competence, and mindsets of intelligence did not interact with task difficulty to predict academic self-handicapping and affective responses. Taken together, these findings suggest that endorsing a failure-is-enhancing mindset may help reduce the ego threat associated with failure, thereby alleviating the problems of vulnerable self-esteem of highly contingent people. [ABSTRACT FROM AUTHOR]

Teachers' mindsets play a significant role in supporting and advancing students' learning trajectories. While considerable research has focused on the impact of teacher mindsets on instructional practices and motivational factors, less attention has been paid to their understanding of neuroplasticity – one of the fundamental concepts behind a growth mindset – and its potential link with mindsets. The purpose of this study is to examine Finnish pre- and in-service elementary school and special education teachers' (N = 312) mindsets and conceptions of neuroplasticity, which were measured using an online survey. Using exploratory factor analysis, we examined the factor structure of the instrument measuring conceptions of neuroplasticity. We identified one factor, "Scientific knowledge about the brain," with an acceptable internal consistency. By contrast, the items of the other factor, "Neuromyths," were examined individually because they lacked the necessary internal consistency. In line with previous Finnish studies, the teachers tended toward a growth mindset, and their mindsets were more growth-oriented regarding intelligence than giftedness. Moreover, we found that being a pre-service teacher explained stronger growth mindset tendency toward intelligence based on the results of regression analysis. Furthermore, teachers´ understanding of neuroplasticity was grounded in scientific knowledge. Regarding the connection between mindsets and conceptions of neuroplasticity, we found a relationship between mindsets about intelligence and giftedness, and certain neuromyth items. Further research is required to explore the extent to which mindsets play a potential role in either promoting or reducing misconceptions related to the brain and learning. [ABSTRACT FROM AUTHOR]

Historically, research in the education field concerning intelligence (such as mindset theory) has focused on student beliefs and outcomes. More general education research has also highlighted the importance of the impact that teacher beliefs can have on their practice and thus student outcomes. The purpose of this current systematic review was to explore the relationship between teachers’ beliefs about intelligence and mindset and their practice. The databases Education Resources Information Centre, PsycInfo, and British Education Index were systematically searched from January 2020 to March 2021 for relevant studies. Twenty studies met eligibility criteria and were assessed for methodological quality and appropriateness of focus. Eight remaining studies were included in the final review. Findings reflect limitations in the research of data and tensions in teachers’ understanding of intelligence/mindset beliefs; and the importance of wider education systems and teacher training for successful implementation into practice. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Academic attainment is a core education policy priority. Wellbeing is recognized as critical for adolescent development, and is linked to academic attainment. Yet research with adolescents primarily focuses on life satisfaction or overall wellbeing, despite differentiating conceptually between two wellbeing components feeling good (life satisfaction) and functioning well (eudaimonia). This study examined whether operationalizing wellbeing as overall, life satisfaction, or eudaimonia, derived different associations with academic attainment. Potentially cooccurring motivational states were also accounted for. Participants were 607 adolescents (354 male, Mage = 15.03; 253 female, Mage = 15.10) from seven English schools (UK). Adolescents' wellbeing questionnaire responses were matched to prior and current academic attainment in English and Mathematics. Structural equation models demonstrated adolescents reporting higher eudaimonia and overall wellbeing had significantly higher academic attainment in school-based examinations (General Certificate in Secondary Education, England). Life satisfaction was not significantly related to academic attainment. Findings suggest eudaimonia has developmental significance during adolescence, requiring greater attention. Impact Statement This study found adolescents' overall wellbeing at school was positively associated with their academic attainment in English and Mathematics. Further analyses demonstrated eudaimonia (feeling competent, successful and good about themselves) was the most important wellbeing experience for adolescents' academic attainment. At the policy-level, implications include ensuring whole-school wellbeing approaches and curricula avoid solely focusing on happiness while overlooking eudaimonia. At the practice-level, findings suggest schools should pay attention to adolescents' eudaimonia, creating space for adolescents to actively cultivate their personhoods. For example, supporting adolescents to identify their unique talents, set personal goals and contemplate their lives temporary. Overall, our findings suggest teachers can support positive adolescent development by helping pupils make meaningful connections between their personal strengths and academic work, tailored to their life goals and interests. [ABSTRACT FROM AUTHOR]

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

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

This article is the third in a series highlighting the practice principles of the updated School Nursing Practice Framework. Each article in this series provides an in-depth look at a principle of the Framework, including how school nurses can apply the principle to their day-to-day practice through a Framework Mindset. This article explores Leadership as a practice principle, demonstrates school nursing Leadership in current practice, and details components of Leadership through a case study. Subsequent articles in this series will continue to build upon and explore the interconnections between the Framework principles. [ABSTRACT FROM AUTHOR]

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]

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]

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

ABSTRACT Mindset plays a crucial role in the learning process and outcomes. However, its impact on language learning remains underexplored. This study, grounded in the mindset theory, investigates the mindset profiles of language learners and their effects on language learning, with a focus on emotions (enjoyment), motivation (ideal self), personality traits (i.e., grit), and achievement. Data were collected via a composite questionnaire from 660 Chinese high school English as foreign language learners. Latent profile analysis identified three language mindset profiles: growth, mixed, and fixed. The majority of students were categorized under the mixed mindset profile. Students in the growth mindset profile showed the highest levels of enjoyment and ideal self, followed by those in the mixed and fixed mindset profiles. Additionally, those in the growth mindset profile demonstrated higher grit (perseverance of effort and consistency of interest) and achievement (self‐perceived and actual) compared to the mixed and fixed profiles, with no significant differences between the latter two groups. These findings highlight the importance of fostering a growth mindset in language learners and provide pedagogical implications for enhancing language learning and outcomes. [ABSTRACT FROM AUTHOR]

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

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

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

Parents' beliefs about the nature of ability are communicated to their children through parent–child interactions. Parental mindsets are one of the parental beliefs that have received increasing attention over recent years. However, their role in children's motivation and achievement outcomes remains relatively underexplored. Moreover, most existing studies have measured parental mindsets as either reported by parents themselves or perceived by children only, making it difficult to develop a comprehensive understanding of their role. Yet, parents' mindsets and children's perceptions of their parents' mindsets may not be identical, and one may be more important than the other in shaping children's motivation and achievement. Using the data from 507 third- and fourth-graders and their parents in Korea, we examined how parents' growth and fixed mindsets, both self-reported and child-perceived, predicted children's achievement goals, persistence, and achievement in mathematics. Whereas the growth and fixed mindsets of parents correlated negatively with each other, there was no significant relationship between self-reported and child-perceived parental mindsets. Parents' growth mindset positively predicted children's mastery goals. In contrast, parents' fixed mindset negatively predicted children's mastery goals and positively predicted children's ability-focused and normative performance goals. Children's mastery goals in turn positively predicted their persistence and achievement. The indirect paths from parental mindsets to children's persistence and achievement through children's mastery goals were also significant. In general, the child-perceived mindsets of parents demonstrated a stronger predictive power than the self-reported mindsets of parents. The underexplored role of parental mindsets is discussed concerning children's achievement goal adoption and learning. [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]

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

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

Copyright of Agricultural Outlook (1673-3908) is the property of Institute of Agricultural Information, Chinese Academy of Agricultural Sciences 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.)

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]

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

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

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

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

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]

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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]