Adaptive Mindset Research Articles

A randomized clinical trial testing digital mindset intervention for knee osteoarthritis pain and activity improvement

This randomized clinical trial evaluated the effectiveness of short, digital interventions in improving physical activity and pain for individuals with knee osteoarthritis. We compared a digital mindset intervention, focusing on adaptive mindsets (e.g., osteoarthritis is manageable), to a digital education intervention and a no-intervention group. 408 participants with knee osteoarthritis completed the study online in the US. The mindset intervention significantly improved mindsets compared to both other groups (P < 0.001) and increased physical activity levels more than the no-intervention group (mean = 28.6 points, P = 0.001), but pain reduction was not significant. The mindset group also showed significantly greater improvements in the perceived need for surgery, self-imposed physical limitations, fear of movement, and self-efficacy than the no-intervention and education groups. This trial demonstrates the effectiveness of brief digital interventions in educating about osteoarthritis and further highlights the additional benefits of improving mindsets to transform patients’ approach to disease management. The study was prospectively registered (ClinicalTrials.gov: NCT05698368, 2023-01-26).

Dampak Self-Management terhadap Mindset Entrepreneurial: Studi Kasus pada UMKM di Kota Pangkalpinang

This study aims to analyze the impact of self-management on entrepreneurial mindset among Micro, Small, and Medium Enterprise (MSME) owners in Pangkalpinang City. This research uses a quantitative approach with a data collection method through a questionnaire involving 100 respondents of MSME owners in Pangkalpinang City. The data obtained were analyzed using Statistical Package for the Social Sciences (SPSS) software to test the validity, reliability, and relationship between self-management variables and entrepreneurial mindset. The results of the analysis show that there is a significant positive impact between self-management and entrepreneurial mindset, with a coefficient of determination of 0,947. This indicates that improving self-management skills significantly contributes to the development of a proactive, innovative, and adaptive mindset among MSME owners. This research is expected to provide deeper insights and policy recommendations for the development of training and support programs that focus on improving self-management skills and strengthening entrepreneurial mindset, in order to improve the performance and competitiveness of MSMEs in Pangkalpinang City.

You're More Resilient Than You Give Yourself Credit For: Building Resilience in Times of Change and Challenge

This article examines the concept of resilience and strategies for building resilience at the individual and organizational levels. It defines resilience as the ability to withstand challenges and adapt to change. The article explores how cultivating certain cognitive habits and support systems can enhance individual resilience. These include maintaining an adaptive mindset, developing strong social networks, finding purpose in one's work, and prioritizing self-care, especially during stressful periods. It also analyzes how structural elements and cultural dynamics within an organization can build its resilience. Attributes like flexible structures that enable adaptation, learning-oriented cultures, a clear sense of shared purpose, and resilient leadership styles are linked to an institution's capacity to manage challenges. The article provides practical recommendations for developing resilience through practices such as strengthening social connections, rewarding risk-taking and growth, openly acknowledging uncertainties, and role modeling resilient behaviors. It argues that proactively building resilience reserves empowers individuals and organizations to survive difficulties and emerge stronger.

Understanding the experiences of virtual race participants through the lens of mindfulness theory

ABSTRACT The development of digital technologies and innovations has contributed, in part, to the rise of virtual races. As a type of active leisure event, virtual races have the potential to overcome geographic constraints and attract more participants. To further our understanding of participants’ virtual race experiences, we adopted mindfulness theory to examine components that contributed to participants reporting a mindful experience or a mindless experience, respectively. Qualitative data were collected via photo-elicitation interviews with 20 informants who completed the 2020 Illinois Marathon Virtual Race in the United States. Findings showed that components that led to informants reporting a mindful experience included: 1) a self-created connection to place, 2) bounded creativity, and 3) an adaptive mindset, whilst components that led to informants reporting a mindless experience included 1) the absence of event formalities and 2) anchoring bias. Based on these findings, we developed a model of mindful/mindless virtual race experiences. Implications for active leisure event literature and mindfulness theory were discussed, along with practical recommendations for how event managers and participants can co-create a mindful virtual race experience.

Dampak Kecerdasan Buatan (AI) terhadap Pola Pikir Cerdas Mahasiswa di Pontianak

This research examines the impact of artificial intelligence (AI) on the growth mindset of students in Pontianak. AI has become a revolutionary technology applied in education, such as adaptive learning systems, virtual assistants, and automated assessment tools that provide real-time feedback. The use of AI has the potential to enhance critical and analytical thinking skills, as well as encourage students to develop a more open and adaptive mindset. However, this research also found that excessive reliance on AI can hinder the development of deep thinking and creativity among students, with a tendency to seek quick solutions instead of engaging in exploratory thinking. Through a mixed-methods approach that combines quantitative and qualitative methods, this research identifies the positive and negative impacts of AI on students' mindsets. Quantitative analysis shows that the use of AI enhances thinking flexibility, while qualitative interviews indicate a potential decrease in motivation for independent thinking due to technology dependence. This research offers strategic recommendations for the wise use of AI in education, in order to maximize its benefits without diminishing students' cognitive abilities.

Mental Preparedness of Athletes During the COVID-19 Pandemic: A Case Study on the Training of Thai National Team for the 19th Asian Games

This research aimed to study and establish the mental preparedness model of Thai athletes during the COVID-19 pandemic in preparation for the 19th Asian Games. This study employed a mixed methods approach, involving 409 participants (217 males and 192 females) selected through a lottery system, ensuring equitable representation across the 19 types of sports. Additionally, six participants were included for qualitative data gathering. The research designed a comprehensive questionnaire to collect data, which included the Sports Stress Management Skills in Thai Questionnaire, Questionnaire on Mental Readiness for Competition, 'Motivation to Participate in Sports Activities in Thai' Questionnaire, Self-Confidence Questionnaire, Mental Toughness Questionnaire in Thai, and the Mindfulness in Sports Questionnaire in Thai Version. Data was collected using a traditional questionnaire and an online questionnaire accessed via QR codes. Structural Equation Modeling was employed for data analysis. Qualitative data were gathered through interviews. The study's results revealed the development of a mental preparation model for Thai national team athletes during the COVID-19 outbreak. This model emphasizes the significance of mindfulness as a crucial factor directly influencing psychological readiness. Furthermore, mindfulness exerts an indirect influence through four intermediary variables: motivation, stress management skills, confidence, and mental toughness. Significantly, qualitative data highlighted adaptive mental resilience and mindfulness as key factors in fostering mental readiness among athletes, especially during challenging periods like the COVID-19 outbreak. These factors encompass effective stress management, balanced motivation, self-confidence, professional guidance, adaptive mindset, support systems, and long-term planning. This model integrates various elements of mental preparation, with mindfulness positioned as the central pillar.

AI-Driven Digital Storytelling: A Strategy for Creating English as a Foreign Language (EFL) Materials

This study aimed to explore the intersection of Artificial Intelligence (AI) tools and digital storytelling in the context of English as a Foreign Language (EFL) education among pre-service teachers. Conducted with third-year college students enrolled in a teacher training program, the study focuses on three main objectives: assessing the participants' prior knowledge of AI tools for EFL material creation, examining their attitudes towards the use of AI in language education, and evaluating the impact of collaborative digital storytelling projects on their perspectives towards integrating AI tools in educational settings. Employing a mixed-methods approach, the study engaged a convenience sample of 115 pre-service teachers, utilizing both quantitative and qualitative research instruments such as a pre-post-test based on the Technology Acceptance Model (TAM) and class discussion. Quantitative data were analyzed using SPSS, while qualitative insights were derived through QDA Miner to ensure a comprehensive understanding of the participants' experiences and viewpoints. The findings reveal a notable gap in the pre-service teachers' prior knowledge of AI tools designed for educational purposes, indicating a limited exposure to or engagement with such technologies in their training. Despite this low level of familiarity, the study uncovers a predominantly positive attitude towards the adoption and integration of AI tools in language education. This positive disposition suggests an openness among future educators to explore and incorporate innovative technologies that can enhance teaching and learning experiences in EFL contexts. The research highlights how the practical experience of creating collaborative digital storytelling narratives using AI tools can positively influence pre-service teachers' attitudes towards technology integration. This shift in perspective underscores the potential of hands-on, project-based learning experiences to enrich teacher training programs by fostering a more receptive and adaptive mindset towards the use of emerging technologies in educational settings. The study underscores the importance of integrating AI and digital storytelling into teacher education curricula to better prepare pre-service teachers for the evolving demands of the digital age, advocating for a more informed, and innovative approach to EFL material development and teaching strategies.

Digitization Transformation Empowers High-Quality Development of Small and Medium-Sized Enterprises in Jilin Province

In the rapidly evolving digital landscape, small and medium-sized enterprises (SMEs) in Jilin Province, China, face a critical juncture in their growth and sustainability. This paper delves into the current state of digital transformation among these SMEs, examining the intricate web of opportunities and challenges that define their journey towards a digital future. Through a comprehensive analysis, we explore the various facets of digital transformation, including the provincial government's support initiatives, the strategic approaches adopted by SMEs, and the inherent hurdles such as increased operational costs, leadership and cultural challenges, skill gaps, and technological adoption issues. The findings underscore the importance of a multi-pronged strategy involving government support, private sector collaboration, workforce development, and fostering a culture of innovation and adaptability. The paper highlights the need for Jilin's SMEs to not only embrace technological changes but also to rethink their operational models to stay competitive in a global digital economy. Looking ahead, the paper suggests that with continuous strategic efforts, policy support, and an adaptive mindset, SMEs in Jilin can successfully navigate their digital transformation journey, tapping into new opportunities for growth and innovation in an increasingly digital world. The future trajectory for these enterprises is one of continued evolution, where adaptability and strategic planning are key to harnessing the full potential of digital technologies. As digital transformation continues to reshape the global business landscape, SMEs in Jilin Province stand on the brink of significant opportunities, poised to redefine their role in the regional and global economy through innovative and sustainable digital strategies.

A VUCA-ready workforce: exploring employee competencies and learning and development implications

PurposeThe author aims to develop an employee competency framework for a volatility, uncertainty, complexity and ambiguity (VUCA) environment and propose learning and development (L&D) interventions for organisations and employees to develop competencies for thriving in a VUCA environment.Design/methodology/approachThe framework synthesis method was used to determine employee competencies that are essential in a VUCA world.FindingsThe author identified 10 competencies that are essential for employee development in a VUCA world. The author categorised these employee competencies as cognitive (cognitive flexibility, agility mindset and personal ambidexterity), cross-cultural (cross-cultural intelligence and cross-cultural collaboration), analytical (creativity and complex problem solving) and personal effectiveness competencies (personal resilience, continuous learning and adaptive mindset).Practical implicationsThe proposed competencies could be used for the personal development of employees and organisations. The VUCA competency framework developed in this study includes behavioural dimensions for each competency, which could be used in self-assessment, recruitment and selection and talent and performance management. Furthermore, the author proposes L&D interventions required for developing these competencies. Overall, this study contributes to human resources (HR) development in the VUCA era by proposing the development of specific individual competencies as necessary conditions for survival and growth.Originality/valueVUCA competencies empower employees to not only survive but also thrive in an unpredictable and rapidly changing world. By incorporating these competencies in L&D interventions, organisations can help employees develop the necessary competencies to thrive in a VUCA environment, thus contributing to their personal and organisational success.

PATTERNS AND THEMES OF OLDER ADULTS’ COPING ACROSS TWO YEARS OF THE COVID-19 PANDEMIC

Abstract Throughout the COVID-19 pandemic, older adults developed coping strategies to adapt to the necessary social distancing precautions intended to protect from severe illness. However, over time, especially as vaccines became available, their need and ability to adapt and cope shifted. This longitudinal, mixed-methods study investigates whether older adults’ perceptions of coping changed across the first two years of the pandemic and how older adults described their experiences with coping at different points during this time. Between April 2020 and June 2022, five waves of interviews were conducted with 76 Midwestern older adults between the ages of 70 and 97. At each timepoint, participants rated their level of perceived coping, quality of life, and stress. They also answered several open-ended questions about their current daily life and experiences during the pandemic. Repeated-measures ANOVAs indicated participants’ perceived coping and quality of life significantly increased between the first and final interview. Thematic coding of interview transcripts identified four themes of coping across two years of the pandemic: 1) staying occupied, 2) seeking social support, 3) cultivating an adaptive mindset, and 4) future planning. Theme meaning shifted once vaccines were available, as participants adapted to ‘a new normal’ lifestyle, gained realistic perspectives, and appreciated their own resilience. Findings suggest older adults had nuanced and shifting coping experiences throughout the initial two years of the pandemic, but overall coped by drawing on life experiences. Our discussion will highlight variability in older adults’ coping over time and directions for future study and practice.

A Systematic Overview of Reviews of the Use of Immersive Virtual Reality in Higher Education

Objectives: Immersive virtual reality (IVR) provides opportunities to learn within a nonphysical, digital world. The purpose of this critical review was to examine published systematic reviews regarding the benefits and challenges of IVR in higher education to inform best practices. Method: We followed the Preferred Reporting Items for Overviews of Reviews (PRIOR) to ensure transparency and to afford an evidence-based approach for synthesizing insights from a broad range of research. We analyzed and synthesized 10 reviews that include 332 studies with over 9,878 participants, following an integrated synthesis design process using thematic analysis and emergent coding. Results: Results confirmed the various benefits and challenges of IVR. The benefits include improved student learning and behaviours, while challenges include technology issues, behaviours that inhibit learning, and learning how to use IVR. Conclusions: IVR holds considerable potential in disciplines requiring practical applications such as simulation-based training and testing. However, further research into contexts such as participant age, gender, instructional design or learning theory, and longitudinal study is required. Finally, higher education stakeholders will benefit from budgeting time and costs, aligning IVR use with real-world applications, maintaining an adaptive mindset, and developing scaffolded instructional design. Implications for Theory and/or Practice: The primary benefits of student learning through IVR include enhanced skill acquisition, experiences, and learning outcomes. In addition, while immersive platforms housed in static rooms may present financial challenges, the emergence of—and increased investment into—untethered headsets and haptic controllers can reduce operational costs and increase student access to high-quality learning experiences.

Evaluation of the "rethink stress" mindset intervention: A metacognitive approach to changing mindsets.

Experimental research has demonstrated that a stress-is-enhancing mindset can be induced and can improve outcomes by presenting information on the enhancing nature of stress. However, experimental evidence, media portrayals, and personal experience about the debilitating nature of stress may challenge this mindset. Thus, the traditional approach of focusing on the more "desired" mindset without arming participants against encounters with the less desired mindsets may not be sustainable in the face of conflicting information. How might this limitation be resolved? Here, we present three randomized-controlled interventions that test the efficacy of a "metacognitive approach." In this approach, participants are given more balanced information about the nature of stress along with metacognitive information on the power of their mindsets aimed at empowering them to choose a more adaptive mindset even in the face of conflicting information. In Experiment 1, employees of a large finance company randomized to the metacognitive mindset intervention reported greater increases in stress-is-enhancing mindsets and greater improvements in self-reported measures of physical health symptoms and interpersonal-skill work performance 4 weeks later compared to a waitlist control. Experiment 2, adapted to be distributed electronically via multimedia modules, replicates the effects on stress mindset and symptoms. Experiment 3 compares the metacognitive stress mindset intervention with a more traditional stress mindset manipulation. The metacognitive approach led to greater initial increases in a stress-is-enhancing mindset relative to the traditional intervention, and these increases were sustained after exposure to contradictory information. Taken together, these results provide support for a metacognitive approach to mindset change. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Preparing and Developing the Capabilities of Entrepreneurs in the Digital Age

Purpose: This discussion highlights the significance of preparing for and adapting to the digital era. Rapid shifts in technology, communication, and business models necessitate a high degree of readiness and resilience. Theoretical framework: This fundamental review of existing concepts and theories serves as a roadmap for developing the arguments you will implement in this work. Design/methodology/approach: The discussion also provides strategic recommendations for organizations aiming to thrive in the digital landscape, emphasizing the integration of technology and data, the cultivation of a learning and adaptive mindset among employees, and the promotion of a culture that encourages change and creativity Findings: The rapid changes in technology, communication, and business models make preparedness and flexibility crucial. The conversation underscores the importance of developing necessary capabilities such as the use of digital technology, analytical thinking, and effective planning and management in human resources Research, Practical &amp; Social implications: Furthermore, the importance of Corporate Social Responsibility (CSR) in the digital era is highlighted. Businesses are encouraged not just to focus on profit-making, but also to consider their environmental, social, and societal impacts. By establishing responsible and sustainable business practices, organizations can build trust with consumers and society at large, enhancing their brand image and potentially leading to long-term success. By incorporating CSR principles. Originality/value: In addition, continuous learning and upskilling in the digital era are of utmost importance. As technology evolves at an unprecedented pace, the skillsets required in the workplace are also rapidly changing. It is therefore critical for businesses to invest in digital skills training and provide employees with opportunities for continuous learning. This not only prepares employees to adapt to changes in their current roles but also equips them with the skills needed for the jobs of the future.

A Resilience Process Model of Parenting in the Context of Poverty

Poverty is associated with multiple contextual stressors, which may exacerbate child-rearing stress and interfere with positive parenting. However, many parents successfully navigate seemingly insurmountable obstacles and engage in positive parenting, which may allow parents to minimize the impact of poverty on child development by exerting control in responding to child-rearing challenges and focusing on parenting as a source of agency and competence. This paper provides a resilience process model of parenting based on the literature from multiple disciplines, including socio-cognitive processes, decision-making, and coping, to identify risk and protective factors that contribute to positive parenting. Parents’ adaptive mindsets and more active, problem-oriented coping strategies may strengthen parents’ cognitive and emotion regulation, which, in turn, may lead to more positive parenting behaviors. This conceptual model may contribute to a more nuanced appreciation of how parents living in poverty successfully manage child-rearing challenges. By understanding the resilience process of parenting, we may inform family practice and interventions to better support well-being among families living in poverty.

Operation Bushmaster’s Impact on Military Medical Student Deployment Readiness

ABSTRACT Introduction Operation Bushmaster is a high-fidelity simulation held for fourth-year medical students at the Uniformed Services University. No past research has examined this multi-day simulation’s ability to prepare military medical students for the complexities of their first deployment. This qualitative study, therefore, explored Operation Bushmaster’s impact on military medical student deployment readiness. Methods We interviewed 19 senior military medical personnel serving as faculty members at Operation Bushmaster during October 2022 in order to explore how Operation Bushmaster prepares students for their first deployment. These interviews were recorded and transcribed. Each research team member then coded the transcripts and came to a consensus on the themes and patterns that emerged from the data. Results The following themes described the ways in which Operation Bushmaster prepares military medical students for their first deployment: (1) primes them for the stress of the operational environment; (2) teaches them to navigate austere conditions; (3) facilitates their leadership development; and (4) provides them with a deeper understanding of the military’s medical mission. Conclusion Operation Bushmaster immerses students in a realistic, stressful operational environment, challenging them to develop an adaptive mindset and efficacious leadership skills that they will utilize during future deployments.

Teaching in emergency remote classrooms: reflections for professional learning

ABSTRACT Background Reflective teaching has long been regarded as playing an important, and potentially empowering, role in teachers’ professional learning. The study reported in this paper considered the longer-term significance of teachers’ self-reflective learning in the course of their daily emergency remote teaching during COVID-19, and how this supported teacher agency. Purpose This small-scale case study sought to explore, in depth, teachers’ perceptions of how their professional learning was realised through reflective practice during emergency remote teaching. Method Three teachers from primary, junior high, and high schools in mainland China participated in the case study during the spring and fall semesters in 2020. They considered the accommodations they made for emergency remote teaching and the corresponding implications for their professional learning and sense of agency. Data were collected via four-monthly, semi-structured interviews, resulting in a total of five interviews per teacher. These charted the progress of their emergency remote courses in the spring, and allowed for final reflections via a follow-up interview in the fall. Data were analysed thematically. Findings The resultant four themes and eight categories related to aspects including pedagogical strategies, home-school communication, classroom management, and teachers’ technological literacy. Within these, approaches to blending online and offline coursework, valuing sociocultural concerns in classroom interaction, and developing adaptive mindsets were among areas identified as relevant to teachers’ professional learning beyond the emergency remote teaching situation. Conclusions The findings highlight the multiple ways in which professional learning took place through reflective teaching in the remote teaching environment. They draw attention to the importance of situating some professional learning in everyday practice. Understandings gained during remote teaching have broader implications for educators’ professional learning and growth in pre-tertiary education.

Nimble adaptation: Tailoring monitoring, evaluation, and learning methods to provide actionable data in complex environments

AbstractThis chapter examines good practices in implementing effective Monitoring, Evaluation, and Learning (MEL) systems within complex international development Democracy, Human Rights, and Governance (DRG) programs, which are characterized by challenges of non‐linearity, limited evidence of theories of change, and contextual and politically contingent nature of outcomes. The chapter presents three cases of MEL systems in complex projects implemented by Pact across distinct and diverse operating contexts – Zimbabwe, Cambodia, and Somalia – to illustrate those projects’ MEL approaches that enabled continuous adaptation. The authors analyze the cases to respond to two questions: (1) What are the key elements of effective adaptive management‐focused MEL systems in complex environments? (2) What is practical guidance for designing and enabling complexity‐responsive and effective adaptive management‐focused MEL systems? The case studies illustrate three key elements: (1) Information gathering that closely links context, research, and performance data; (2) Systems for reflection that offer scheduled learning moments of varying frequency and intensity, as well as multiple feedback mechanisms; and (3) Enabling structures that promote adaptive mindsets and attitudes within project teams.

Effective leaders(hip) in community-academic health partnership projects: An inductive, qualitative study.

To deepen our understanding of how project leaders can lead effectively in different community-academic health partnerships (CAHPs), we conducted an inductive, qualitative study through semi-structured interviews (N = 32) and analyzed the data with Grounded Theory approaches. By presenting a process model illustrating the cycle of effective leaders(hip) in CAHP projects, we contribute to the literature on CAHP, leadership development, and complexity leadership theory in three ways. Firstly, the model depicts the strategies enabling leaders to navigate typical project challenges and perform leadership tasks effectively. Secondly, we distill four beneficial qualities (i.e., adopting a proactive attitude, having an open and adaptive mindset, relying on peer learning and support, and emphasizing self-growth and reflexivity) which CAHP project leaders require to develop themselves into effective leaders. Thirdly, we illustrate leaders' dynamic developmental logics and processes of effective leadership and their contributions to better project functioning in diverse CAHPs.

Effective Leaders(hip) in Community-Academic Health Partnership Projects: A Qualitative Study

To deepen our understanding of how project leaders can lead effectively in different community-academic health partnerships (CAHPs), we conducted an inductive, qualitative study through semi-structured interviews (N = 32) and analyzed the data with Grounded Theory approaches. By presenting a process model illustrating the cycle of effective leaders(hip) in CAHP projects, we contribute to the literature on CAHP, leadership development, and complexity leadership theory in three ways. Firstly, the model depicts the strategies enabling leaders to navigate typical project challenges and perform leadership tasks effectively. Secondly, we distil four beneficial qualities (i.e., adopting a proactive attitude, having an open and adaptive mindset, relying on peer learning and support, and emphasizing self-growth and reflexivity) which CAHP project leaders require to develop themselves into effective leaders. Thirdly, we illustrate leaders’ dynamic developmental logics and processes of effective leadership and their contributions to better project functioning in diverse CAHPs.

Association of illness mindsets with health-related quality of life in cancer survivors.

This study aimed to examine the association between mindsets-established, but mutable beliefs that a person holds-and health-related quality of life in survivors of breast and gynecologic cancer. A cross-sectional survey study was conducted with breast and gynecologic cancer survivors. Measures included the Illness Mindset Questionnaire and Functional Assessment of Cancer Therapy-General (FACT-G). Two hundred seventy-three survivors (74% breast/26% gynecologic) who were on average 3.9 years post-diagnosis (SD = 4.2), Mage 55 (SD = 12) completed the survey (response rate 80%). Of the survivors, 20.1% (N = 55) endorsed ("agree" or "strongly agree") that Cancer is a Catastrophe, 52.4% (N = 143) endorsed that Cancer is Manageable, and 65.9% (N = 180) endorsed that Cancer can be an Opportunity (not mutually exclusive). Those who endorsed a maladaptive mindset (Cancer is a Catastrophe) reported lower health-related quality of life (HRQOL) compared with those who did not hold this belief (p < .001). Alternatively, those who endorsed more adaptive mindsets (Cancer is Manageable or Cancer can be an Opportunity) reported better HRQOL compared with those who disagreed (all p-values < .05). All three mindsets were independent correlates of HRQOL, explaining 6-15% unique variance in HRQOL, even after accounting for demographic and medical factors. Mindsets about illness are significantly associated with HRQOL in cancer survivors. Our data come from a one-time evaluation of cancer survivors at a single clinic and provide a foundation for future longitudinal studies and RCTs on the relationship between mindsets and psychosocial outcomes in cancer survivors. (PsycInfo Database Record (c) 2022 APA, all rights reserved).