ABSTRACT
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.
ABSTRACT
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)
ABSTRACT
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.
ABSTRACT
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.
ABSTRACT
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)
ABSTRACT
Building on recent research in high performance mindsets and their correlation to high performing people in the workplace, academic success as well as athletic performance, this study aimed to examine the happiness of high performing people. This study examines the relationship between the noncognitive skills of self-awareness, self-discipline, internal locus of control with sport performance, growth mindset and happiness of college football players during the COVID-19 pandemic school year. Participants were 99 undergraduate college football players from four different private universities within the United States. The results indicated that year in school predicted athletic performance. The mindset skills of intrinsic motivation, grit, and hope will help student athletes to stay in their athletic programs which in turn will lead to a higher level of performance. Student athletes that trust the process and remain in the program longer will have a greater likelihood of higher athletic achievement. Year in school along with internal locus of control predict growth mindset among participants. Self-awareness and internal locus of control were significant predictors of happiness amongst participants. College athletes and college students in general need learning opportunities in the mindset skills of self-awareness and internal locus of control. These mindset skills will help them balance their busy lives, maintain a growth mindset and be happy. Curriculum around these mindset skills needs to continue to be developed and tested for effectiveness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
This study investigated the relationship between teachers' mindsets (growth mindset and fixed mindset), teachers' digital competence, teachers' age, gender, years of teaching experience, and information and communication technology (ICT) use in teaching in elementary schools, in a city located at the Northwest region of Saudi Arabia. This study also examined the predictive power of independent variables: teachers' mindsets regarding teaching, teachers' digital competence, and the background variables (teachers' gender, age, years of teaching experience) on teachers' usage and integration of ICT in teaching (dependent variable) after accounting for the influence of COVID-19 (Which was treated as a covariate). For this purpose, a quantitative method was used, and a number of instruments were distributed to teachers teaching at elementary public schools in Saudi Arabia. To collect data, this study utilized a convenience sampling technique in addition to snowballing sampling technique. Descriptive, correlational, and multiple regression analyses were performed to answer research questions and test hypotheses posed in this study. The descriptive analyses showed that Saudi teachers perceive themselves as having a high level of digital competence as well as a growth mindset. Correlational analyses revealed that teachers' digital competence and the use of ICT in teaching are strongly correlated. Teachers' growth mindset strongly correlated with teachers' use of ICT in teaching. Plus, teachers' growth mindset is also strongly correlated with teachers' digital competence. Multiple regression analysis results indicated that there are only two predictors of teachers' use of ICT in teaching. Those two predictors are teachers' digital competence and teachers' mindset (growth mindset). Other independent variables like the influence of COVID-19, and teachers' gender, age, and years of teaching experience did not predict the outcome variable (ICT use and integration in teaching). (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
In times of change, such as during periods wrought by the COVID-19 pandemic, organisations must innovate, as otherwise, they will perish. The only acceptable way forward now is about exploring avenues for increasing innovation in order for businesses to survive. The purpose of our paper is to put forward a conceptual model of factors with the potential to positively influence innovations to assist aspiring leaders and managers in addressing challenges in the future when uncertainty may be the norm rather than the exception. The authors introduce a novel M.D.F.C. Innovation Model, comprising the concepts of a growth mindset (M) and flow (F) as well as the skills of discipline (D) and creativity (C). While the elements of the new M.D.F.C. conceptual model of innovation - as separate areas of study - have been extensively researched in past studies, the authors have combined them into one model for the first time. The opportunities stemming from the proposed new model are numerous, with the implications for educators, industry and theory discussed. Developing the teachable skills outlined in the model can bring benefits for both educational institutions and employers, as more employees could be equipped to look forward, be innovative and bring new, creative solutions to ill-defined problems. The model is equally suitable for individuals wishing to embrace thinking outside of the box to reap the benefits of enhancing their capacity for innovation in all aspects of their lives.
ABSTRACT
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)
ABSTRACT
This study investigated the relationship between teachers' mindsets (growth mindset and fixed mindset), teachers' digital competence, teachers' age, gender, years of teaching experience, and information and communication technology (ICT) use in teaching in elementary schools, in a city located at the Northwest region of Saudi Arabia. This study also examined the predictive power of independent variables: teachers' mindsets regarding teaching, teachers' digital competence, and the background variables (teachers' gender, age, years of teaching experience) on teachers' usage and integration of ICT in teaching (dependent variable) after accounting for the influence of COVID-19 (Which was treated as a covariate). For this purpose, a quantitative method was used, and a number of instruments were distributed to teachers teaching at elementary public schools in Saudi Arabia. To collect data, this study utilized a convenience sampling technique in addition to snowballing sampling technique. Descriptive, correlational, and multiple regression analyses were performed to answer research questions and test hypotheses posed in this study. The descriptive analyses showed that Saudi teachers perceive themselves as having a high level of digital competence as well as a growth mindset. Correlational analyses revealed that teachers' digital competence and the use of ICT in teaching are strongly correlated. Teachers' growth mindset strongly correlated with teachers' use of ICT in teaching. Plus, teachers' growth mindset is also strongly correlated with teachers' digital competence. Multiple regression analysis results indicated that there are only two predictors of teachers' use of ICT in teaching. Those two predictors are teachers' digital competence and teachers' mindset (growth mindset). Other independent variables like the influence of COVID-19, and teachers' gender, age, and years of teaching experience did not predict the outcome variable (ICT use and integration in teaching). (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
This research Work in Progress explores establishing a baseline for a measure of 'happiness' as a noncognitive construct, and how it might change over the school year for engineering students, and begins to explore how it may relate to other noncognitive attributes.Affective characteristics of engineering students have been studied in different contexts. Studies have attempted to assess the effect of affective and cognitive characteristics on retention, success, motivation, etc. Little if any research has been done on happiness of engineering students as an affective construct, or a trajectory of happiness within engineering cohorts.This work-in-progress builds upon prior research at a large, mid-Atlantic university. As the COVID pandemic began, multidisciplinary engineering students were given an open-ended prompt to submit an artifact that illustrated how the pandemic was affecting them. There were no restrictions, other than the assignment had to be capable of being submitted in the existing learning management system. Students submitted a wide variety of creative artifacts, from poems to movies to paintings. These submissions were analyzed based on the type of submission and emotion mentioned or conveyed in the assignments. Submissions were coded to glean characteristics such as happiness, sadness, and other emotions from the students' submissions.This was created in a snapshot in time, within the first few weeks of COVID and before the effects of COVID on students or society was evident. The COVID-19 pandemic had undoubtedly impacted any measure of happiness among engineering undergraduates (which was the impetus of the project). From this initial study, two research questions emerged: a) what is the happiness level of engineering students as they begin the academic year, and b) what is the trajectory over the course of the year? For further consideration, does a quantitative measure of happiness correlate to fixed vs. growth mindset? The Subjective Happiness Scale (SHS) was administered at the beginning of the academic year, at the end of the first semester, and at the end of the year at a small, private, Midwest university. This study hopes to establish a baseline to understand how interventions might be designed to positively affect happiness within students. This paper will discuss the initial results of administering the SHS to undergraduate engineering students, with a comparison to results from a similar instrument measuring fixed vs. growth mindset. © 2022 IEEE.
ABSTRACT
Student evaluations of curricular experiences and instructors are employed by institutions to obtain feedback and guide improvement. However, to be effective, evaluations must prompt faculty action. Unfortunately, evaluative comments that engender strong reactions may undermine the process by hindering innovation and improvement steps. The literature suggests that faculty interpret evaluation feedback as a judgment not just on their teaching ability but on their personal and professional identity. In this context, critical evaluations, even when constructively worded, can result in disappointment, hurt, and shame. The COVID pandemic has challenged institutions and faculty to repeatedly adapt curricula and educational practices, heightening concerns for faculty burnout. In this context, the risk of 'words that hurt' is higher than ever. This article offers guidance for faculty and institutions to support effective responses to critical feedback and ameliorate counterproductive effects of learner evaluations.
Subject(s)
COVID-19 , Humans , CurriculumABSTRACT
Building on recent research in high performance mindsets and their correlation to high performing people in the workplace, academic success as well as athletic performance, this study aimed to examine the happiness of high performing people. This study examines the relationship between the noncognitive skills of self-awareness, self-discipline, internal locus of control with sport performance, growth mindset and happiness of college football players during the COVID-19 pandemic school year. Participants were 99 undergraduate college football players from four different private universities within the United States. The results indicated that year in school predicted athletic performance. The mindset skills of intrinsic motivation, grit, and hope will help student athletes to stay in their athletic programs which in turn will lead to a higher level of performance. Student athletes that trust the process and remain in the program longer will have a greater likelihood of higher athletic achievement. Year in school along with internal locus of control predict growth mindset among participants. Self-awareness and internal locus of control were significant predictors of happiness amongst participants. College athletes and college students in general need learning opportunities in the mindset skills of self-awareness and internal locus of control. These mindset skills will help them balance their busy lives, maintain a growth mindset and be happy. Curriculum around these mindset skills needs to continue to be developed and tested for effectiveness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Why do some potential entrepreneurs promptly engage in entrepreneurial behavior while others do not pursue their entrepreneurial intentions or delay acting? This study investigated whether potential entrepreneurs' mindset shapes engaging in entrepreneurial behavior and the time until they do so. Over a 16-month period, holding more of a growth (vs. fixed) mindset positively predicted taking various entrepreneurial actions and doing so sooner. Interestingly, these effects vanished when individuals faced a less challenging context for entrepreneurship. Post-hoc exploratory analyses revealed that the COVID-19 pandemic magnified the impact of mindsets on entrepreneurial behavior. These findings pave the way for preliminary research on the viability of growth mindset interventions for fostering entrepreneurial behavior.
ABSTRACT
Mindset plays a vital role in tackling the barriers to improving the preservice mathematics teachers’ (PMTs) conceptual understanding of problem-solving. As the COVID-19 pandemic has continued to pose a challenge, online learning has been adopted. This led this study to determining the PMTs’ mindset and level of conceptual understanding in problem-solving in an online learning environment utilising Google Classroom and the Khan Academy. A quantitative research design was employed specifically utilising a descriptive, comparative, and correlational design. Forty-five PMTs were chosen through simple random sampling and willingly took part in this study. The data was gathered using validated and reliable questionnaires and problem-solving tests. The data gathered was analysed using descriptive statistics, analysis of variance, and simple linear regression. The results revealed that the college admission test, specifically numerical proficiency, influences a strong mindset and a higher level of conceptual understanding in problem-solving. Additionally, this study shows that mindset predicts the levels of conceptual understanding in problem-solving in an online environment where PMTs with a growth mindset have the potential to solve math problems. The use of Google Classroom and the Khan Academy to aid online instruction is useful in the preparation of PMTs as future mathematics teachers and problem-solvers. Further studies may be conducted to validate these reports and to address the limitations of this study. © Authors.
ABSTRACT
School closures during the covid-19 pandemic disrupted learning among students globally, with concerns for long-term impacts on adolescent well-being and likely differential effects for boys versus girls. This study explores the gendered impacts of covid-19-related school closures on continued learning and motivation among secondary-school students in Bangladesh and presents short-term impacts of a cluster randomized intervention that offered students an innovative, virtually-delivered Growth Mindset curriculum. During the covid-19 pandemic, our analysis highlights that boys were significantly more likely to engage with media for continued learning, whereas girls were more likely to use books and paper assignments. Motivation for learning and aspirations for higher education fell during the covid-19 pandemic, particularly for girls. The randomized Growth Mindset intervention, which promoted the idea that individual characteristics, such as intelligence can be developed through practice, results in significant increases in adolescent motivation and aspirations across both genders. For boys, the effect sizes are large enough to compensate for negative covid-19 pandemic impacts;however, due to the larger negative impacts of the pandemic for girls, a covid-19 pandemic-related gender gap persists. Our findings suggest that a virtually-delivered Growth Mindset intervention mitigates the negative impacts of extended school closures, but that additional policies are needed to address gender differences in adolescent outcomes. © 2022 Jennifer Seager, T.M. Asaduzzaman, Sarah Baird, Shwetlena Sabarwal and Salauddin Tauseef.
ABSTRACT
Due to Covid-19, there have been extreme changes to the educational landscape for students.These changes to instruction not only impacted children, but their parents as well as they took on greater responsibilities for instruction. This presented challenges for many students, but particularly for students with Autism Spectrum Disorder (ASD). Reaction to these changes and the format of remote learning resulted in resistance to engage with remote learning, presenting difficulties for both student and parent. However, these challenges may be alleviated with appropriate parent support in motivational strategies to implement during remote learning. Using a multiple baseline across participants design, the current study sought to investigate whether coaching in Pivotal Response Treatment (PRT) and Growth Mindset delivered in a remote format would result in positive outcomes for students and their parents. Participants included 3 parent-student dyads. Parents were provided with education and feedback in implementing motivational strategies for remote learning. Results indicated positive outcomes for both students (increased engagement, decreased maladaptive behavior) and parents (competent implementation of motivational strategies;decreased stress). Additionally, parents reported the coaching and remote format to be socially valid. This research may help to better understand how online formats can be used to support parents during times where they are unable to access in-person resources. Additionally, this study may illuminate further ways that PRT and Growth Mindset can be applied to motivate and increase engagement for students with ASD. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Instructors can foster equitable learning environments when they communicate that they value growth and diversity and by providing opportunities for students to reflect and to engage in cross-group interactions with diverse others. Additionally, perspective-taking activities engage empathy and have been used to reduce racial bias. An activity was introduced at the start of the semester to promote a more scientifically informed view of traits and intelligence, while also encouraging creativity, evidence-based thinking, and teamwork in an introductory biology course that was taught in an online synchronous format due to the COVID pandemic. Student groups worked in breakout rooms to create a slide in a shared file describing a research plan to test for human intelligence from the perspective of an alien life form. Students had the freedom to choose their alien to have whatever abilities and intelligence they wanted. The activity was highly student-centered, with students showing through their work that an understanding of intelligence is closely linked to the methods used to measure it. In this way, the activity promoted a more nuanced understanding of traits. This COVID-era invention resulted in a successful strategy that can be used in a variety of course delivery formats to support the teaching of content, as well as to promote a growth learning mindset and inclusive education.
ABSTRACT
The negative association between the growth mindset and mental health problems suggests that prevention and intervention programs to improve mental health by targeting mindset may have potential clinical value. However, research on the longitudinal effect of mindset on adolescent mental health and its underlying mechanisms is lacking. Using a three-wave longitudinal design, we obtained data from a diverse sample of Chinese adolescents (n = 2543). Longitudinal multiple mediation models were constructed to examine the effects of the growth mindset on levels of anxiety and depression two years later. In addition, the mediating effects of smartphone use for entertainment and problematic smartphone use (PSU) were examined. After controlling for various covariates and the autoregressive effects of mental health problems, the growth mindset had significant negative effects on anxiety (ß = -0.053, p = 0.004) and depression (ß = -0.074, p < 0.001). Smartphone use had a significant mediating role in the effect of mindset on anxiety (ß = -0.016, p < 0.001) and depression (ß = -0.016, p < 0.001). The growth mindset has long-lasting positive effects on adolescent mental health. Smartphone use for entertainment and PSU mediate the effect of mindset on adolescent mental health.
Subject(s)
Behavior, Addictive , Smartphone , Adolescent , Anxiety/epidemiology , Asian People , Behavior, Addictive/psychology , Humans , Mental HealthABSTRACT
This study examined the influence of 7 high school esports developmental programs on student self-regulation, growth mindset, positive youth development (PYD), perceived general health and physical activity (PA), and sport behaviour. A total of 188 students (male n = 120; female n = 68) originally participated (89 enrolled in an esports program in their school and 99 acted as aged-matched controls), with 58 participants (n = 19 esports group; n = 39 controls) completing both pre- and post-program information. At baseline, no significant differences were found between youth e-athletes and their aged-matched controls. The analysis for the observation period showed a significant interaction effect for the PYD confidence scale, with post-hoc comparisons showing a significant decrease in the control group from pre- to post assessment whereas the esports group remained the same. Time main effects showed a decrease in the self-regulation motivation factor, PYD connection factor and PA for all participants. Overall, this study showed that students enrolled in their respective school esports program did not differ from those who did not in self-regulation, growth mindset, PYD, perceived health and PA, and sport behaviour. It was likely that all participants showed a decrease in motivation, connection, and PA due to COVID19 lockdown during the study period. This study is the first to investigate the longitudinal impact of student involvement in high school esports and showed that esports participation did not have a negative impact on any health or psychological factors.