Growth Mindset Research Articles

The Development of the Service System of Premium Heart Health Clinic at Queen Sirikit Heart Center of the Northeast, Thailand

Background: Developing a quality service system is a challenge in the health system amidst resource constraints and increasing service recipient expectations. This action research developed the service system of Premium Heart Health Clinic at Queen Sirikit Heart Center of the Northeast, Thailand, and evaluated the outcomes of the service delivery duration and the satisfaction with services. Method: The action research framework was employed. The study process comprised the following four steps: 1) analyzing the situation, 2) designing and developing the service system, 3) trying out the service system and 4) evaluating the service system. The research tools were the service duration record form and the service recipient satisfaction assessment form. Data were analyzed by descriptive statistics, including frequency, percentage, mean, and standard deviation, and independent t-test and content analysis. The findings revealed that the developed service system of Premium Heart Health Clinic at Queen Sirikit Heart Center of the Northeast, Thailand was the TPCG model, comprising 4 elements: Teamwork (T), Preparation of service provider competencies (P), Creating a marketing plan (C) and Growth mindset (G). It was also found that the mean service duration at Premium Heart Health Clinic after the development of the service system was significantly lower than that of before the development (p< 0.01) (before: 138.09; after: 222.42). The mean satisfaction was also significantly higher than before the development (p< 0.01) (before: 3.74; after: 3.52).

Other Duties as Assigned: Reaching New Heights Through Changes

One of the primary aspects of librarianship is how our roles can and will change. Melissa Brooks, Michelle Colquitt, and Kayla Whitehead discuss change management in their new positions, including changes from smaller institutions to larger ones and into positions with increasing responsibilities at the same institution. In addition, we discuss strategies we have found helpful while undergoing great periods of change. Our perspectives include managerial (Brooks), career-change (Colquitt) and moving from a sole practitioner to team member (Whitehead). This session focuses on theory-versus-practice regarding what we learned in library school versus the realities of working in academic libraries. We examine change management and the growth mindset—particularly in planning projects versus their actual execution and implementation—as well as staffing levels and their impact on workflows.

Integration of growth mindset concepts into academic writing courses for novice researchers’ academic writing skills and competence

ABSTRACT This study analyzed both qualitative and quantitative data to explore the influence of the integration of mindset theories into academic writing courses on 39 undergraduate and six graduate students’ academic writing in a university in Taiwan. The study arrived at the following major findings. Firstly, with the integration of mindset theories and academic writing instruction, participants had a growth mindset, knowledge in academic writing in terms of structure and research method, and skills in writing a literature review. Secondly, the instructor’s modeling and feedback were considered effective facilitators for novice researchers. Based on the findings of this study, suggestions were provided to integrate mindset theories into English as a foreign language (EFL) academic writing instruction in classroom settings.

Integrating visible thinking and design thinking strategies to improve creativity and growth mindsets

Integrating visible thinking and design thinking strategies to improve creativity and growth mindsets

Do Beliefs About Intelligence Drive Engagement in Online Learning?

This study investigates the relationship between students’ beliefs about intelligence (fixed vs. growth mindset) and their engagement and behaviour in an online learning platform. The data was collected from 28 students enrolled in COMP90082 – Software Project subject at The University of Melbourne. Students’ beliefs about intelligence were measured through a survey administered during the first week, while their online learning behaviours were captured through clickstream data from the learning management system. The study adopted a two-fold approach: first, students’ learning strategies were identified through cluster analysis of their online session duration. By examining over 41,000 learning actions —such as accessing course materials, participating in discussions, and completing assignments— three distinct learning strategies emerged: “light”, “light-intensive”, and “intensive.” Subsequently, the relationship between these learning strategies and students’ beliefs about intelligence was examined using data visualisation techniques, chi-square tests, and logistic regression models. The findings revealed that students with a growth mindset were more likely to adopt intensive and engaged learning approaches within the online platform. Conversely, those with a fixed mindset tended to exhibit lower engagement levels and less intensive learning strategies. The study may contribute to the growing literature on the psychology of online learning and highlight the potential for tailoring instructional interventions and platform design to foster a growth mindset, thereby enhancing student engagement and academic success in digital learning environments.

A Web-Based Intervention to Support a Growth Mindset and Well-Being in Unemployed Young Adults: Development Study.

Engaging young adults in the labor market is vital for economic growth and well-being. However, the path to employment often presents setbacks that impact motivation and psychological functioning. Research suggests exploring positive psychology interventions in job-seeking and scaling the delivery of these using technology. However, dropout rates are high for self-administered psychological interventions on digital platforms. This challenge needs to be addressed for such platforms to be effective conveyors of psychological interventions. This study addresses this challenge by exploring user-oriented methods and proposes persuasive features for the design and development of a new web-based intervention targeting young unemployed adults. This study aims to provide an overview of a new positive psychology wise intervention, including its theoretical underpinnings and human-centered design methodology, targeting young, unemployed adults. Researchers collaborated with designers, developers, and stakeholders to design a web-based positive psychology intervention that leverages evidence-based wise interventions. Key improvements and adaptations were explored through formative usability testing with 13 unemployed young adults aged between 18 and 25 years (the target population). Qualitative usability testing data were collected, analyzed, and integrated into the ongoing design process as iterative improvements. The result of this study is a modular intervention web application named RØST, designed to align with the user needs and the preferences of the specific end-user group of unemployed young adults. During the project, this application evolved from early concept sketches and prototypes into a developed solution ready for further testing and use. Insights from both end-user feedback and rich user observation gained in the study were used to refine the content and the design. To increase targeted end users' motivation, persuasive design features including praise, rewards, and reminders were added. The web application was designed primarily to be used on mobile phones using text messaging for reminders. The development process included technical and data protection considerations. This study offers valuable insights into developing psychological or behavioral interventions to support unemployed young adults by documenting the design process and the adaptation and combination of diverse theoretical and empirical foundations. Involving stakeholders and end users in the development enabled relatable content development and resolved potential usability problems. An essential implication is the finding that end-user feedback and insights are crucial in shaping interventions. However, we experienced tensions between the evidence-based interventions and the human-centered design approaches. These tensions were not resolved and highlighted a need for ongoing user motivation support through monetary rewards, which were incorporated into the final web app design.

Training undergraduate biomedical science majors in peer review and constructive criticism through a senior capstone course.

Effective scientific communication is crucial for undergraduate students to succeed in future graduate or professional careers in the biomedical sciences. Peer review and constructive criticism are essential to producing written science communications. Unfortunately, training in how to perform peer review and incorporate constructive criticism is minimal in undergraduate science courses. Here, I describe a senior thesis course for immunology and microbiology majors that encourages students to integrate iterative peer review to improve their writing skills and their ability to incorporate feedback. In this course, students are expected to complete one of the following written projects that focuses on an immunological disorder or infectious disease: a research proposal, a case study, or a meta-analysis/systematic review. Each project is separated into six assignments, and each assignment is assessed through specifications (SPECS)-based grading and peer review where students have multiple attempts to improve their scores on each assignment. Approximately 40% of each student's grade is based on their ability to incorporate feedback from peers and instructors. Preliminary survey results suggest that students are eager to learn how to effectively incorporate peer and instructor feedback. Enhancing training in peer review will encourage students to embrace constructive criticism, which will be essential for their future careers. Initial findings indicate that students are positively engaging with the peer-review process, and the use of SPECS grading fosters a growth mindset. Continued research will further explore how this method can enhance students' confidence and skill in integrating feedback into professional scientific communication.

Student professionalism in clerkships.

Professionalism can be challenging to assess during clerkships. Current literature focuses either on aspirational generalities or professionalism lapses. Most tools assessing professionalism employ Likert scales. This study investigated the frequency and detail with which clerkship directors describe professional behaviours in end-of-clerkship narrative assessments. We analysed de-identified core clerkship final narratives from one New York City medical school collected in academic years 2018-2019 and 2019-2020. We used ATLAS.ti and the six-step thematic approach outlined by Braun & Clarke to perform a qualitative analysis, coding each semantic unit. We found that 176 out of 753 narratives (23%) mentioned professionalism, but only 29 (16%) of those provided a detailed description including an anecdote or example. Focusing on these most detailed comments, we identified seven core themes: managing time, following through on expectations, eager to engage, work ethic & efficiency, effective communication, going above and beyond and situational awareness. Themes range from simple behaviours to sophisticated behaviours that may not fully develop until residency. Narratives that use the word "professional" or "professionalism" without examples are unlikely to facilitate learning, meaningful assessment or opportunities for remediation. Our hierarchical framework can be used to teach students how to navigate the current clinical environment and can assist supervisors in providing students with specific, actionable feedback and assessment. Our model explicitly fosters a growth mindset in assessing and developing professionalism.

A Metaanalysis of the relationship between growth mindset and mental health in Chinese samples

Innovations in mental health are desperately needed in Healthy China with increasing benefits of a growth mindset on mental health among Chinese. Currently, empirical research in China reveals significant discrepancies in the correlation between growth mindset and mental health. To elucidate this discrepancy, we conducted a meta-analysis on 59 studies utilizing a random-effects model, with 68 effect sizes and 54,302 participants included. The main effects revealed a significantly positive correlation between growth mindset and positive indicators of mental health (r = 0.36, [0.27, 0.45]), as well as a significantly negative correlation between growth mindset and negative indicators of mental health (r = −0.25, [−0.31, −0.20]). Subgroup test and meta-regression results indicated that age, economic region, and measurement instruments moderated the growth mindset and positive indicators of mental health. In contrast, negative indicators were moderated by gender and measurement instruments. The above findings suggest that a growth mindset significantly correlates with mental health. Consequently, it can be developed into an effective psychological service strategy in Healthy China. Future empirical studies should continue to examine this relationship and explore additional potential moderating variables. Furthermore, the clinical effects of growth mindset interventions in mental health should be tested.

Building a Resilient and Adaptive Organization Through Mindset Shifts and Continuous Learning

In a world characterized by constant change and disruption, organizations must embrace adaptability, resilience, and continuous learning to remain competitive. This article explores how leaders can build "future-fit" organizations through strategic mindset shifts and by fostering cultures of experimentation and growth. A focus on learning orientation, growth mindset, and adaptive problem-solving equips organizations to navigate challenges and seize emerging opportunities. The article also examines key practices such as scenario planning, agile methodologies, and internal learning programs that ensure continuous development and operational flexibility. Case studies of organizations like Amazon, Anthropic, and Netflix demonstrate how these principles translate into sustained success. Ultimately, organizations that cultivate future-readiness through innovation, reinvention, and learning will thrive in the face of uncertainty and lead in an ever-changing landscape.

Understanding the Process of Persistence in Non-traditional Adult Education Students

In the state of Utah, adult education students often leave their programs before 100 hours of instruction, which can leave students without the necessary academic knowledge, skills, and credentials to move forward with postsecondary education and training or employment opportunities. This phenomenological study examines the key factors of persistence in non-traditional students ages 25 and over in an urban adult education program who continued beyond 100 hours of instruction. A semi-structured interview protocol was used to interview 14 students about factors that caused them to stay in an adult education program. The interviews with students examined dispositional, institutional, situational, and motivational factors through a student involvement lens. Findings of this study indicate that students who persist generally have high degrees of involvement. While students had fears and concerns about engaging with adult education, the personnel and culture of the program helped them overcome their unease. Students also had a growth mindset that created expectations of discomfort and effort. Institutional factors such as allowing students to choose the modality of instruction and schedule, having focused and relevant instruction, feeling seen, being treated with respect, communicating regularly with students, tracking progress, and providing quality instruction all helped students persist in the program. Students were motivated to persist because of family and a personal desire to move forward. As programs intentionally impact the institutional factors identified in this study, students will be more likely to persist in adult education programs long enough to build the knowledge and skills necessary to find personal success and sustainable employment.

Are We Readying New Faculty to Use a Growth Mindset to Support Student Success?

Are We Readying New Faculty to Use a Growth Mindset to Support Student Success?

성인학습자의 성장 마인드셋, 자기주도 학습능력 및 학습 성과 간의 관계

Objectives The purpose of this study is to empirically analyze the growth mindset related to learning outcomes of adult learners participating in lifelong education programs, the structural relationship between self-directed learning ability, and the partial mediating effect of self-directed learning ability in the relationship between growth mindset and learning outcomes. Methods In order to solve the research purpose and research problem, 308 adult learners who are taking lifelong education program in university located in G city of Gyeongsangbuk-do were selected as research subjects. A sur-vey was conducted by selecting growth mindset as an independent variable, self-directed learning ability as a me-diating variable, and learning outcomes as a dependent variable. The collected data were analyzed using SPSS & AMOS 29.0 program for reliability verification, correlation, multiple regression analysis, confirmatory factor analy-sis, and covariance structure analysis. Results The potential variables of growth mindset, self-directed learning ability, and learning outcome perceived by adult learners showed a significant positive relationship, and the structural relationship between growth mind-set, self-directed learning ability, and learning outcome was also significant. In addition, it was confirmed that self-directed learning ability has a significant effect as a partial mediator in the relationship between growth mind-set and learning outcomes. Conclusions Growth mindset and self-directed learning ability are core competencies that adult learners should cultivate. Therefore, in order for adult learners who have accumulated life experiences for a long period of time and whose learning tendencies are fixed to adapt to the changing times and live a successful second life, it is neces-sary to find ways to strengthen growth mindset and self-directed learning ability.

간호대학생의 성장 마인드셋과 자기통제력이 학업스트레스에 미치는 영향

Objectives This study was conducted to provide foundational data for developing strategies to alleviate academic stress among nursing students by examining the effects of a growth mindset and self-control on their academic stress. Methods Data were collected from nursing students at a university located in K province, with a total of 186 partic-ipants' data used for final analysis. Data analysis was performed using IBM SPSS 29.0. The growth mindset, self-control, and academic stress according to the general characteristics of the participants were analyzed using independent t-tests and ANOVA. Pearson’s correlation coefficients were used to analyze the correlations be-tween variables, and multiple regression analysis was employed to assess the impact of these factors on academ-ic stress. Results A survey was conducted on 187 nursing students to investigate the effects of a growth mindset and self-control on academic stress. The data analysis revealed a significant correlation between academic stress, growth mindset, and self-control among the participants. Hierarchical regression analysis showed that the age group of 25 to 34 years and self-control had a significant impact on academic stress among nursing students, with the model explaining 23.4% of the variance. Conclusions This study identified the effects of a growth mindset and self-control on academic stress in nursing students, highlighting the need for the development and implementation of intervention programs aimed at re-ducing academic stress among this population.

A QUALITATIVE STUDY OF EFFECTIVE PEDAGOGICAL PRACTICES TO FOSTER JOY, CURIOSITY, AND WONDER IN MATHEMATICS AT ELEMENTARY STAGE

This Study Aims To Identify And Evaluate Effective Pedagogical Practices That Foster Joy, Curiosity, And Wonder Among Students In Mathematics Education At The Elementary Stage. The Study Employs A Qualitative Approach To Investigate The Impact Of These Practices On Students' Engagement And Enthusiasm For Mathematics. A Sample Of Mathematics Teachers From 10 Schools (20, Teachers) In The Varanasi District, India, Was Selected Randomly. Intelligent Verbatim Transcription Was Used To Convert Audio Recordings Into Text, Balancing Accuracy With Clarity By Omitting Unnecessary Fillers While Preserving The Essence Of The Conversations And Using NVIVO Employed To Facilitate Efficient Coding And Visualisation Of Connections Between Themes. The Analysis Process Will Involve Organizing The Transcribed Data, Qualitatively Identifying Themes And Patterns Related To Effective Pedagogical Practices To Foster 'Joy, Curiosity & Wonder' Among The Students In Mathematics At Elementary Stage, Combining The Benefits Of Observational Data With In-Depth Teacher Perspectives. The Findings Reveal A Positive Trend Towards More Student-Centered, Engaging, And Effective Teaching Strategies In Mathematics, While Also Indicating Opportunities For Further Development In Certain Areas. These Findings Have Significant Implications For Enhancing Student Engagement, Promoting Conceptual Understanding, And Encouraging A Growth Mind Set In Mathematics. This Study Emphasizes The Need For Policy Makers To Address Resource Disparities Between Schools And For Educators To Adopt Practices That Create Joyful, Curiosity-Driven Learning Environments, Ultimately Leading To Improved Student Outcomes And A More Positive Attitude Towards The Subject. KEYWORD: Mathematics Education, Pedagogy, Joy, Curiosity, Wonder, Student Engagement, Innovative Teaching Practices

A framework for training graduate students and campus communities in inclusive teaching.

While graduate student teaching assistants (TAs) contribute significantly to university education, many graduate programs across diverse disciplines offer limited formal pedagogical training. In turn, many researchers informally develop teaching and mentoring skills as they advance to faculty positions or related careers. This can perpetuate a lag in the implementation of inclusive educational environments despite the clear benefits demonstrated by recent pedagogical research. For instance, the integration of inclusive teaching strategies like universal design for learning, growth mindset feedback, and the use of relatable role models in curricula may help increase the persistence, success, and self-efficacy of traditionally underrepresented groups in the sciences. Additionally, research indicates that training graduate TAs in evidence-based practices may have benefits beyond teaching efficacy, such as greater confidence in research preparedness and science communication-skills applicable to any scientific field or career path. Here, we developed and implemented an inclusive teaching series for a marine science department that included: (i) campus-wide pedagogical journal article discussions and knowledge-sharing, (ii) expert-led interactive workshops on evidence-based teaching strategies, and (iii) a graduate TA professional development module on inclusive lesson planning with opportunities to teach and receive feedback. Based on our experiences, we share a framework and resources to facilitate a broader adoption of formalized TA training in inclusive teaching practices within graduate programs across a variety of fields.

Measuring many mindsets: A systematic review of growth mindset domains, and discussion of domain relationships, with implications for growth mindset interventions

AbstractResearch into growth mindset, the belief that attributes are malleable, has increased dramatically in the last 30 years, leading to an explosion in the number of mindset domains studied. Given this plethora of mindset domains, there is comparatively little work investigating mindset domain relationships. Further, with expanding interest in growth mindset has come an increase in mindset interventions aimed at increasing growth mindset beliefs, with mixed results. The mindset domain used in intervention messaging is an understudied potential moderator of intervention efficacy, as few domains have been used in interventions, despite the number of domains studied. In this article we raise three questions: (1) How many mindset domains have been studied and what are those domains?; (2) How are beliefs in different mindset domains related to one another?; and (3) How can we use information about existing mindset domains and their relationships to improve mindset intervention efficacy? To address question one, we systematically reviewed the mindset literature between 1995 and 2022 to document studied mindset domains. We then discuss heterogeneity in mindset domain relationship research and suggest how our review can be used to address gaps in this field. Lastly, we describe heterogeneity in mindset intervention efficacy and suggest how to apply our review of mindset domains to examine the impact of the domain used in intervention messaging on efficacy. We aim to stimulate research into understanding mindset domain relationships and how this insight may be applied to mindset interventions to improve people's lives through effectively enhancing their growth mindset beliefs.

Academic libraries readiness in the Fourth Industrial Revolution: a comparative study between Ghana and South Africa

PurposeThis study compares the Fourth Industrial Revolution (4IR) preparedness of two advanced academic libraries each in Ghana and South Africa.Design/methodology/approachThe study utilized a conceptual framework that emanated from the Socio-Technical Theory (STT) and Global Competitiveness Index (GCI) models. Employing convergent parallel mixed methods, including questionnaires and interviews, 167 respondents, comprising librarians, IT staff and directors, shared insights on challenges faced by academic libraries in adapting to 4IR.FindingsFindings highlight a deficiency in Lib 4.0 skills crucial for survival in the 4IR, with South Africa showing better readiness. Both countries lack Lib 4.0 policies and face budget constraints, inadequate ICT infrastructure and limited support. The findings underscore the impact of relevant training on staff embracing Lib 4.0 technologies.Originality/valueThe study then proposes a comprehensive model, highlighting the significance of librarians adopting a growth mindset and priori V Btizing continuous learning, relearning, reskilling and upskilling to effectively navigate the complexities posed by the 4IR.

Interconnected factors in EFL engagement: classroom climate, growth mindset, and achievement goals.

This study explores the relationships among classroom climate, growth mindset, achievement goal orientation, and student engagement in the context of English as a foreign language (EFL) education in China. The study aims to understand how these factors interact to influence student engagement and motivation in EFL learning. Data were collected through a questionnaire administered to 587 Chinese undergraduate EFL students. The questionnaire assessed students' perceptions of classroom climate, growth mindset, achievement goal orientation, and engagement. Structural equation modeling (SEM) was utilized to examine the relationships among these variables. The SEM analysis revealed significant positive correlations among classroom climate, growth mindset, achievement goal orientation, and student engagement. Both classroom climate and growth mindset were found to directly and positively predict student engagement. Additionally, achievement goal orientation mediated the relationships between both classroom climate and student engagement, and between growth mindset and student engagement. The findings underscore the interconnectedness of classroom climate, growth mindset, and achievement goal orientation in shaping student engagement in EFL education. These results suggest that fostering a positive classroom climate and promoting mastery-oriented goals can enhance student motivation and contribute to more effective language acquisition. Practical implications for EFL educators are also discussed.

Teaching Statistics and Data Science Collaboration via a Community of Practice

Due to the applied nature of statistics and data science, many educators in these fields recognize the need to teach their students how to be effective interdisciplinary collaborators. Some prior research considers different approaches to teaching interdisciplinary collaboration skills. However, missing from this literature are the connections between teaching collaboration and education theory. Thus, there is a lack of understanding about why the various pedagogical approaches may be effective. In this descriptive study, we describe an approach to teaching interdisciplinary collaboration using a Community of Practice (CoP) and highlight connections between potentially reproducible elements of this approach and education theory that explains why this approach may be effective from the perspectives of both education and collaboration theory. Our results show that students and content-area experts recognize this approach to teaching statistical and data science collaboration to be effective. By grounding our methods for teaching statistics and data science collaboration skills in education theory, we focus attention on which aspects can be replicated in other contexts, why they work well, and how they can be improved. We recommend instructors intentionally create a CoP within their courses, encourage peer mentorship, and emphasize a growth mindset.