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The resilience of B2B sales forces is crucial in face of severe wide-ranging challenges during a crisis. This study aims to investigate the role of leader communication of the crisis in promoting salesperson resilience during the COVID-19. The data were gathered from 418 salespersons from 36 manufacturing firms in times of the COVID-19. The data were analyzed using multilevel structural equation modeling. The results demonstrated the positive relationship between leader crisis communication and salesperson resilience, mediated by salespersons' positive stress mindset. Family strain and core beliefs challenge were found to attenuate the positive linkage between leader crisis communication and salespersons' positive stress mindset. Theoretical and practical implications are presented. This study offers insights to help managers in B2B organizations better understand and implement mechanisms that can foster resilience among their B2B sales forces in the COVID-19 outbreak and other crises. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The economic crisis caused by Covid-19 differs from previous economic crises in several ways. It is a global event that developed unexpectedly and hit the world unprepared, primarily attacking human resources, requiring strong governmental measures. The involvement of the human sphere directly affected people's income and lives through labour market effects. Based on literature and statistical data, this study analyses the evolution of the unemployment data of 11 countries (Australia, Chile, the UK, Israel, Japan, China, Hungary, Germany, Italy, Turkey, and the US) and two country groups (EU-27 and the Organisation for Economic Co-operation and Development - OECD) during the economic crisis. Based on the results, the authors identified three distinct groups of countries with 1. moderate growth, slow consolidation;2. robustious upturn, fast then slow correction, and 3. individual patterns. The study demonstrated how government measures took effect differently from the unemployment perspective. The authors referred to the influence of the inhabitants' collective way of thinking and considered it essential to emphasise the positive impact of vaccines.
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Online and distance learning classes have been touted for the last several years as an innovation in higher education that should help improve the entrepreneurial growth mindset of students. However, the reported negative online learning experience of many college students worldwide during the COVID-19 epidemic has shown that many opportunities remain to improve the sustainable development and growth of online visual instruction practices. In this study, we outline and investigate a set of hypotheses related to the perceived usefulness and perceived ease of use (from TAM) of online video instruction in higher education courses during the pandemic. We employ grounded theory using autoethnographic case studies as a data source. We found that (a) synchronous broadcast lectures improve participant attitude (H1) and motivation (H2) toward online instruction, (b) prerecorded video instruction increases participant perceived "ease of use" (H3) and perceived behavioral control (H4) of online instruction, but (c) indicators of recorded dates on pre-recorded video instruction decreases participant perceived "usefulness" (H5) and "certainty" (H6) of online instruction. We enrich the insights of popular motivation models for organizations and the higher education industry by outlining a set of emotional elements originating in neuroscience leadership research (SCARF) that might either amplify or diminish the perceived the ease of use and perceived usefulness to technology usage relationships when participations engage in online learning situations.
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In this book, eight substantive chapters examine how "developing” countries such as Bangladesh, Malaysia, and Mexico confronted the pandemic-driven online education shift. As local instruments, resources, and preferences of specific universities meshed with global platforms, ideas, and knowledge, the book addresses several questions. Was the mix too flaky to survive increasing competitiveness? Were countries capable enough to absorb mammoth software technological changes? Throwing a "developed” country (the United States) in for contrast, the book elaborates on the inequities between these countries. Some of these inequalities were economic (infrastructural provisions and accesses), others involved gender (the role of women), political (the difference between public and private universities), social (accessibility across social spectrum), and developmental (urban-rural divides). In doing so, new hypotheses on widening global gaps are highlighted in the book for further investigation. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.
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The COVID-19 pandemic created an exigency for educators to reevaluate their approaches to the classroom with one major dimension being course modality. This study uses the Instructional Beliefs Model to examine the impacts of course modality (i.e., hybrid versus face-to-face formats) and students' communication growth mindset on student engagement in the foundational public speaking course. Consistent with pre-COVID-19 findings, the results indicated that modality does not significantly impact student engagement, with one exception: higher cognitive interest scores were reported among students in the hybrid modality. Communication growth mindset associated positively with all student engagement variables examined: student interest–emotional, student interest–cognitive, participation, and class rapport. The findings offer tentative optimism about the promise of blended public speaking course modalities, and evidence for the necessity of mindset intervention to maximize student success.
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With this chapter, we want to provide a reading experience on how digitalization not only evokes a technical transformation but is also strongly related to a company's culture. Talking about digital transformation, there is more to consider than alignment between IT and business functions. We want to arouse interest in the reader to discover their organization's value system and provide triggers toward the development of a digi-cultural mindset. We will dive deeper into the stages of change and provide a target vision with ideas on how to master a transformation journey. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2021.
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The emergence of highly complex sustainability challenges in modern society has led to the necessity of searching for more effective approaches to education for sustainable development. Research has shown that reflection leads toward more profound levels of engagement with respect to sustainable actions. Therefore, higher education has a role to play in stimulating reflection in light of sustainability. Art-based techniques, which have not been included alongside traditional teaching methods, have begun to gain the attention of researchers and teachers in higher education as they produce a deeper impact and involvement and can have a positive influence on the minds and hearts of the students. The aim of this paper is to demonstrate that poetry can contribute to integrating the arts and humanities in management education. The potential effect of poetry on business management majors is being explored as a part of their Corporate Social Responsibility course. Poetry has considerable potential as an innovative approach to teach sustainability, but it is rather unusual in business education. Poetry was chosen as an enabler for reflection and emotions. This original teaching project was followed by a research project relying on reflective assignments. A rereading of Walter Benjamin's Illuminations from the perspective of sustainability studies was a source of inspiration, in particular "Theses on the Philosophy of History,” "The Storyteller” and "Unpacking My Library.” The paper assumes that Benjamin's ideas relate to a slow journey involving "awakening,” "wisdom” and "in a process,” three elements that are at the core of promoting a sustainability mindset. The research project consisted of four reflection assignments students had to comply with: reading and interpreting poetry;searching for a poem which would be most appropriate for the discussed sustainability topic;creating their own poem and reflecting on the whole task. The research took place in the second semester of 2020 and first semester of 2021, all in COVID-19 pandemic context. Students' participation was not mandatory, but the majority joined. Their perceptions and impressions reinforce the existing knowledge about the emotional power of poetry to encourage reflection. The results show that poetry plays a relevant role in encouraging future managers to develop a frame of mind that incorporates sustainability and responsibility. Business students are open to this approach because it adds a new and unexpected dimension to their studies. Despite the urge to integrate reflections, this is still an exception for the majority of management courses. The results suggest that poetry is a relevant instrument to promote a more sustainable mindset among future managers. Paradoxically, by emphasizing a slow journey, i.e., allowing time for integrating reflective practices, a transition toward sustainability in daily managerial processes can be accelerated. Copyright © 2021 Molderez, Baraniuk and Lambrechts.
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The COVID-19 pandemic exposed extreme divisions in the social and political structure of the United States. When health organizations recommended strategies such as physical distancing, hand hygiene, sanitation of surfaces, and isolating when sick to slow the spread of the disease, Americans appeared to divide into two factions;those who followed the public health guidance and those who persistently ignored it, often voicing perceptions of loss of freedom due to the guidance. The purpose of this quantitative study was to examine the extent to which political affiliation moderated the relationship between conspiracy mindset, trust in science, and reactance responses to COVID-19 public health protocols. The social identity approach, a blend of social identity and self-categorization theories explains the polarization in the United States to public health guidance designed to slow the spread of disease. Online surveys were administered via Survey Monkey to 220 American citizens who were active politically. Results indicated that political conservatives were significantly more likely to endorse conspiracy theories and to resist compliance with COVID-19 public health protocols. Additionally, those who distrusted science were significantly more likely to resist compliance with COVID-19 mitigation practices. Findings from this study have the potential to promote positive social change through a better understanding of the reasons for resistance to public health protocols designed to thwart the spread of COVID-19. Importantly, these results can be used to develop messaging that targets those susceptible to conspiracy beliefs and instead direct their attention to the science that informs public safety protocols in the interest of us all. . (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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This study aimed to better understand psychological adaptation processes of elite athletes, and specifically how stress appraisal and coping processes are dynamically interrelated and the extent to which their dynamic relationship is associated with performance and burnout among an artistic swimming team during the qualification phase for the Tokyo 2020 Olympics conducted in summer 2021. Fifteen elite artistic swimmers (Mage = 21 years, SDage = 3 years) completed an online questionnaire once a week measuring perceived stress, stress mindset, individual and collective perception of control, individual and interpersonal coping strategies, performance, and burnout (i.e., 19 time-points, January-May 2021). Results of multilevel analyses showed that (a) mastery coping mediated the association between stress mindset and reduced sense of accomplishment, (b) goal-withdrawal coping mediated the association between stress mindset and negative feelings toward sport, and (c) interpersonal management of emotions mediated the association between collective perception of control and collective performance. This study provides new knowledge about the psychological adaptation processes of elite athletes during the particularly stressful Tokyo 2020 Olympic Games qualification phase. Furthermore, it highlights the need to longitudinally and frequently assess changes in psychological adaptation processes in relation to burnout and performance fluctuations in order to prevent burnout development and a deterioration in individual or team performance, especially in extended challenging situations experienced by elite athletes. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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A lack of mathematics facility prevents many students from pursuing majors in science, technology, engineering, and mathematics. Research revealed that teaching methodology is crucial for success in any course. This dissertation focuses on learners' experiences in a flipped instructional model and a customized direct instructional model. Although the flipped instruction model is gaining popularity among teachers of secondary and post-secondary schools due to permeating access to the internet and digital technology, especially during the recent global Covid-19 pandemic, the flipped teaching method is faced with resistance from both instructors and students. The COVID-19 global pandemic has inspired the education community to rethink the way we teach college courses by promoting active learning strategies for equitable learning, including all variants of blended learning or hybrid instruction. This study investigates the prospects of pedagogical methods (flipped instructional model vs direct instructional model) on college students' course satisfaction, mastery learning, and long-term academic achievement. In total, 90 undergraduate students participated in the study;33 students were taught precalculus using flipped instruction, and 57 received direct instruction. The sequential explanatory mixed methods design (Creswell & Clark, 2007;Teddlie & Tashakkori, 2009) was used to determine predictive abilities of the instructional methods on learning and achievement, and course satisfaction, after controlling for the learner's cognitive and affective background characteristics. The dissertation further explores students' perceptions of the factors affecting their motivation to learn and succeed in Precalculus regardless of the type of teaching method they received. This study considered the effects of undergraduates' mindsets and motivation beliefs, teacher and teaching qualities, experiential behavior of the student, the curriculum, and other factors on their academic performances in introductory college mathematics by collecting, analyzing, and interpreting data from self-reporting surveys, semi-structured interviews, analytical memos of classroom observations, Precalculus and Calculus1 grades, course evaluation, and artifacts of educational activities. The findings indicated that the flipped instructional model supports short-term learning achievement, while the direct instructional model instruction facilitates learning retention. Course satisfaction ratings were comparable. The study also identified three types of mindsets (i.e., a fixed, a growth, or a mixed mindset) and fourteen factors that impacted achievement in the course. This study found that the quality of the learning space, course organization and structure, student's aptitude based on his/her background knowledge, mindsets, motivation beliefs, and teacher's expertise and relationship with the students impacted learning in a course. The ability to harmonize the identified factors affecting student motivation to learn is the culmination of effective learning and success. For example, this dissertation study revealed that mindset beliefs were not diametrical as reported in the literature;rather a student might hold a fixed mindset belief on a topic and become enthusiastic and cognitively engaged on the next. The study's findings provide educators and researchers with evidence to evaluate the implications of students' perceptions of factors affecting their motivation to learn and to succeed in introductory mathematics. The attainment of desired learning outcomes is possible if educators spend time creating quality educational activities that can stimulate the learners' interest to learn, then provide necessary cues to boost their motivation for continued cognitive engagement and participation, as well as guide and support the students to accomplish their desired achievement goals. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Spring of 2020 ushered in an unprecedented change for classrooms across the country. Due to the COVID-19 pandemic, traditional school settings were unsafe and all classes went to an online format. This study explored the teacher response to online teaching and teacher efficacy in the face of the pandemic. Recognizing professional development needs go beyond simple technology training, this study, through teacher surveys and parent and teacher interviews, incorporated several different known influencers of outcomes to determine if and how those factors impacted teacher efficacy during the pandemic. The purpose of this mixed methods research study was to determine the impact of growth mindset;Critical Race Theory (CRT) awareness and application;Technological, Pedagogical, and Content Knowledge (TPACK);and professional development on teacher efficacy during COVID-19 school closings and required online instruction. This study found that Critical Race Theory awareness and application is positively linked to higher levels of teacher efficacy and that TPACK is positively correlated with teacher efficacy. Demographic factors such as race, level of teaching, type of school, and percentage of students receiving free and reduced lunch did not show a significant difference on measures of efficacy, CRT, growth mindset, TPACK or professional development hours. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Teaching innovations can improve the quality of education and facilitate adaptation to environmental shifts caused by global shocks such as the COVID pandemic. However, the pressure to innovate and change may also cause erosion of teachers' life satisfaction, especially when job resources are insufficient and support for the changes is inadequate, or when teachers lack confidence in mastering new teaching technology. In the present research, we showed that compared to those who did not, teachers who presented a growth mindset-the belief that one's abilities can grow by mobilizing effective effort-had a greater tendency to accept a new initiative in teaching and had higher life satisfaction, particularly when they perceived resources and support for the change were insufficient (Study 1). In addition, when schools needed to switch to online teaching because of school closure during the COVID-19 pandemic, teachers who presented a growth mindset, compared to those who did not, felt more self-efficacious in mastering online teaching and had higher life satisfaction (Study 2). We discuss these findings in terms of their implications on the management of teacher well-being and teachers' professional development during significant environmental shifts.
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Past research showed that people may hold contradictory ideas about something or someone. Mindset ambivalence refers to the psychological state in which a person holds contradictory beliefs about the malleability of a valued attribute and spontaneously expresses agreement with both the fixed and growth mindsets. Our past findings showed that a sizable proportion of Hong Kong Chinese adults possess the ambivalent mindset. In the present study, 101 Hong Kong Chinese parents completed a survey during the COVID-19 pandemic. The findings provided further support for the prevalence of the ambivalent mindset. In addition, we found that parents with the ambivalent mindset tended to support several parental practices that would reinforce the relative ability rankings of their children. These practices included person praise, mobilization of effort to compensate for low ability, and lowering of expectation to avoid future failures. Finally, the use of these parental practices was accompanied by deterioration of parent-child relationship when children displayed undesirable self-regulatory behaviors. We discuss these findings' implications for growth mindset interventions in Chinese societies.
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Purpose in life is associated with less perceived stress and more positive worldviews. This study examined whether people with more purpose adopt a mindset that views stress as beneficial rather than harmful and whether this mindset is one mechanism between purpose and less stress. We used a short-term longitudinal study (N=2,147) to test stress mindset as a mediator between purpose in life measured prior to the pandemic and stress measured early in the pandemic. We also tested Covid-related worry as a mechanism, given the measurement period spanned pre-pandemic to the first shutdowns in the United States. In contrast to expectations, purpose was unrelated to whether stress was conceptualized as beneficial or harmful (b=.00, SE=.02; p=.710) and thus stress mindset did not mediate the prospective association between purpose and stress. Both purpose in life (b=-.41, SE=.04, p<.001) and stress mindset (b=-.24, SE=.04; p<.001) were independent prospective predictors of stress. Purpose was related to less Covid-related worry, which was a significant mechanism between purpose and stress (indirect effect=-.03, SE=.01; p=.023). A stress-is-enhancing mindset predicted less stress but did not explain why purpose was associated with less perceived stress, whereas fewer Covid-related worries was one pathway from purpose to less stress.
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From the initial outbreak of the COVID-19 pandemic in Wuhan in late 2019 until December 2022, China implemented stringent infection prevention and control measures known as the Zero-COVID policy. Western observers and some Chinese intellectuals have questioned this rigid policy, but few studies offer a comprehensive overview of the political reasonings behind it. This article positions the Zero-COVID policy in a broader historical context of the Chinese Communist Party's regime maintenance, revolutionary legacies, and political mobilisation. It analyses the political reasonings behind this policy from three dimensions: system, actors, and approach, and provides accounts of the politics of the pandemic. The results reveal that the leadership of the Chinese Communist Party was caught in a dilemma. The Zero-COVID policy is used to bolster legitimacy of the regime;however, it also set traps in which the Chinese government risked losing the public's trust. The negative outcomes of the policy were underestimated by the Chinese leadership, which believed in its ability to balance the cost and benefit of this policy for the sake of maintenance of its rule. The politics of COVID-19 mirrors China's authoritarian politics in general. [ FROM AUTHOR] Copyright of Journal of Contemporary Asia is the property of Routledge 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 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 . (Copyright applies to all s.)
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The purpose of this study is to explore the relationship between student motivation, student mindset, computer competency, and behavioural intention to continue using e-learning in the post-COVID-19 era among students at the community colleges in Kelantan, Malaysia. This quantitative study used a self-administered online survey questionnaire, and a convenience sampling method was employed to reach the respondents. Partial least square structural equation modelling (SmartPLS) 4.0 was then used for data analysis. The results of the current study reveal that community college students have a high behavioural intention to continue using e-learning in the post-COVID-19 era, and that behavioural intention positively correlates with student motivation and computer competency. However, there is limited evidence to support the relationship between student mindset and their behavioural intention to continue using e-learning in the post-COVID-19 era. Practically, the findings from this study can be an essential landmark to the management of Community Colleges in determining the direction of future learning in community colleges. © 2023 by the authors.
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Problem: In contrast to more traditional learning environments, it can be difficult to "see and hear" both the instructor and, more crucially, the students when engaging in online education. This has been one of the most common criticisms leveled against online education for a long time.The COVID-19 disruption and transformation of online learning in higher education underlines the fact that variance among online learners in terms of academic success and psychological well-being are determined by the level and quality of self-regulation. What is the degree of self-regulation among American university students who study online because of the COVID-19 pandemic's impact, and what variables might affect or perhaps predict this level of self-regulation? Purpose of Study: The purpose of the present study was to test a theoretical model that explains how autonomy support, satisfaction of basic psychological needs, and mindsets predict self-regulation among university online learners in the United States. Based on the model fit and direct effect results of the first research hypothesis, the second research model was developed to examine the mediating effect of basic psychological needs satisfaction on the relationship between autonomy support and self-regulation, and whether mindsets could moderate the indirect effect of basic psychological needs satisfaction on the relationship between autonomy support and self-regulation. To assess the data, structural equation modeling (SEM) was employed. Method: This study used quantitative analysis of non-experimental survey data collected via Alchemer. A model-testing design was used to examine a theoretical model which proposed that basic psychological needs satisfaction (autonomy, competency, relatedness), autonomy support, and mindsets predict online learners' self-regulation. 1257 people in all completed the survey. The number of complete and valid participant responses was a sample of 404. Excel, SPSS version 26, Mplus version 8.3 were used for data analysis. Structural equation modeling (SEM) was adopted as the main statistical technique. Results: The first research model of this study hypothesized that autonomy support, basic psychological needs satisfaction, and mindsets predict university online learners' self-regulation. Analysis of the data indicated that the first hypothesized research model fit the data (X2=464.364, df=200, Normed Chi-Square=2.231, CFI=0.925, TLI=0.913, RMSEA=0.057, SRMR=0.053). The path analysis indices of model one suggested that autonomy support positively affected university online learners' basic psychological needs satisfaction (b=0.82, p<0.001). Basic psychological needs satisfaction positively affected self-regulation (b=0.44, p<0.001) and mindsets positively affected self-regulation (b=0.23, p<0.001). Overall, research model one explained 44.2% variance of online learners' self-regulation.The model fit indices showed that the second hypothesized research model fit the data (X2=378.398, df=146, Normed Chi-Square=2.259, CFI=0.921, TLI=0.908, RMSEA=0.063, SRMR=0.050). A significant mediator effect of basic psychological needs satisfaction was found between autonomy support and self-regulation. The results indicated that the conditional indirect effect of autonomy support on self-regulation via basic psychological needs satisfaction was significant both when the mindsets score was high (which suggests growth mindset orientation) (beta=0.216, 95% CI [0.098, 0.316]) and when the mindsets score was low (which suggests fixed mindset orientation) (beta=0.150, 95% CI [0.031, 0.250]). Conclusions: Applying SEM technique for data analysis, the model fit indices showed that the first hypothesized research model of this study fit the data and explained 44.2% variance of university online learners' self-regulation. The path analysis indices of model one suggests that basic psychological needs satisfaction... (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Growth mindset has shown its unique potential in countering the growing prevalence of mental distress in the general population. However, the role culture plays in this process remains somewhat unanswered. In the current prospective study, we tested if early growth mindset of Chinese university students predicts less mental distress later, and how cultural values (i.e., individualism–collectivism, traditionality–modernity) affect the process. We found that growth mindset was prospectively predictive of mental conditions, and the positive effect of growth mindset was more salient among students endorsing lower collectivistic and higher modern cultural values. Our findings added evidence to the potential benefits of growth mindsets in an Asian context and highlighted the role of cultural values.
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Purpose: This study aims to provide a case example of two partner institutions and business faculty who creatively used a collaborative online international learning (COIL) experience during the height of the COVID-19 pandemic and transition to online learning to internationalize an undergraduate business class and use existing technology to offer a case study project to further students' global mindset. Design/methodology/approach: Using open-ended qualitative comments from an American college and a Peruvian university, researchers uncovered key themes from a virtual COIL-based learning experience offered as part of an international business class. Findings: Student end-of-course evaluation comments from both countries validated the success of the learning experience and value of working together with other students and faculty in a virtual setting. Research limitations/implications: Areas for future research are provided to extend these initial exploratory findings. However, the implications are clear that the methodology is also appropriate in nonpandemic situations and can quickly bring a global mindset to remote corners of the globe and ensure all students experience the "virtual” study abroad, even when there are travel limitations or budget restrictions for students or the institutions. Practical implications: The implementation detail provided can be easily replicated by other institutions with a global mindset and internationalization goals. Social implications: The proliferation of COIL-based experiences will impact how study abroad experiences are defined and offered in the future. Originality/value: While researchers have documented COIL experiences in the academic literature, their use during the COVID-19 pandemic, as often the only solution for on-going internationalization, has not been thoroughly studied or documented. In addition, the class activities further used team-based international workplace pedagogy, authentic engagement and technology. © 2023, Emerald Publishing Limited.
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The goal of this qualitative study was to learn more about how online Ed.D. students are persistent and resilient in pursuing their academic goals during the Coronavirus pandemic. With the ongoing pandemic and remote learning circumstances, doctoral students are facing more challenges they must overcome to stay on track with their academics. More specifically, the researcher sought to understand what doctoral students believe are their biggest barriers to completion during the pandemic. To do so, the researcher interviewed 10 current students in the program who were within six credits of completing their program course requirements in order to learn more about their persistence and the factors they felt contributed to keeping them motivated and optimistic about maintaining a growth mindset, despite pre-existing and new pandemic-related challenges they encountered. Understanding students' potential barriers to completion can help with future implications for practice within the program and the implementation of necessary student resources for support. (PsycInfo Database Record (c) 2023 APA, all rights reserved)