Intelligence Mindset Research Articles

Intelligence Mindsets Trajectory Profiles among Chinese Elementary School Students: Associations with Changes in Academic Achievement from Grades 4 to 6.

Early adolescence is a critical period for the development of children's intelligence mindsets, which play a significant role in academic achievement. However, existing research predominantly employs variable-centered approaches, which fail to capture individual differences in mindset-achievement relations. This research addresses this gap by adopting a longitudinal person-centered approach to explore the joint developmental trajectories of growth and fixed mindsets among early adolescents. It further explores how these trajectories relate to changes in academic achievement (i.e., the mean of standardized mathematics and Chinese achievement test scores) over 2 years, accounting for intelligence and sociodemographic factors such as age, sex, and family SES. In two five-wave longitudinal studies with 748 (Mage = 10.23 years, SD = 0.30; 49% girls at T1) and 3258 (Mage = 10.34 years, SD = 0.37; 49% girls at T1) Chinese elementary school students from grades 4 to 6, four distinct mindset trajectory profiles were identified: Growth (initially high growth but low fixed mindsets), Fixed (initially high fixed but low growth mindsets), Moderate (initially moderate levels in both mindsets), and Both-High (initially high levels in both mindsets). Analysis across both studies revealed that students in the Growth trajectory profile exhibited the most significant improvements in academic achievement 2 years later. Conversely, students in the Both-High trajectory profile experienced the least favorable academic outcomes. These findings highlight the importance of recognizing individual differences in mindset trajectories and their potential impact on academic outcomes. The current research underscores the need for educational interventions that are tailored to different mindset profiles to optimize student development and achievement.

Trends in the Integration of Innovative Business Processes into Enterprise Resource Planning Applications to Green Economy

Abstract The green economy brings major transformations in the traditional business model, by integrating innovative business processes, based on artificial intelligence. These processes are developed in the Enterprise Resource Planning environment, which is an integrated application of flows and activities. This application electronically manages business processes to improve company performance. Specific business objectives are achieved by integrating advanced IT technologies that can identify the digital value of goods and services. The research questions refer to: a) the number of published articles searched by keywords, to identify if they are an integral part of the innovation process; b) identifying the concepts used in innovative business processes, in the environment of the green economy. The results in the process of scientific articles identification, by searching for keywords, showed a considerable number of documents compatible with the trends of the integration of innovative processes. Export from Web of Science was done by author, title, source, abstract, citations and for Enterprise Resource Planning, on full record. Loading the search results in the VOSviewer analysis application led to several clusters on fundamental concepts. The identification of the integration environment is based on advanced IT technologies, in the green economy. Creating links maps between Enterprise Resource Planning and innovative processes identified concepts used in preparing the environment of study. This paper follows whether an artificial intelligence mindset inserted into the innovative business processes of an Enterprise Resource Planning can be achieved. Business processes use digital values and automation integration perspectives to validate the green economy environment.

Distinct Roles of Parental Autonomy Support and Psychological Control in Chinese Elementary School Students’ Intelligence Mindsets and Academic Outcomes

Distinct Roles of Parental Autonomy Support and Psychological Control in Chinese Elementary School Students’ Intelligence Mindsets and Academic Outcomes

The effects of parents’ failure beliefs on children’s math achievement: children’s math self-efficacy, responses to failure and intelligence mindset as mediators

The effects of parents’ failure beliefs on children’s math achievement: children’s math self-efficacy, responses to failure and intelligence mindset as mediators

A Sustainable Collaborative Talent Management Through Collaborative Intelligence Mindset Theory: A Systematic Review

As society evolves, moving forward into the realms of Industry 5.0, it is imperative to develop a robust collaborative talent management model that can endure external crises such as the recent Covid-19 pandemic. Despite the antiquity of collaborative practices—traceable back to early human societies—both practitioners and academics have frequently focused primarily on exploring the catalysts for collaboration, often neglecting to provide a holistic conceptualization of effective human collaboration. In alignment with the Sustainable Development Goals, this paper endeavors to critically review and delineate the evolution of talent management and collaborative intelligence literature. Employing a systematic review methodology, this study aims to formulate a novel framework for collaborative talent management, drawing upon the principles of a collaborative intelligence mindset, and to suggest avenues for future research in this domain. The findings propose the employment of collaborative intelligence through a mindset perspective as a means to bridge the literature gaps identified in areas such as interdisciplinary and cross-sector collaboration, digitalization and artificial intelligence, collaborative leadership styles, and performance measurement within the field.

An implicit measure of growth mindset uniquely predicts post-failure learning behavior

Research on implicit theories of intelligence (a.k.a. intelligence mindset) has shown that endorsing a stronger growth mindset (the belief that intelligence can be improved) is adaptive in the face of difficulties. Although the theory presumes implicit processes (i.e., unaware beliefs, guiding behaviors and actions automatically), the concept is typically assessed with self-reports. In this project we brought together research on intelligence mindset with research on implicit social cognition. Harnessing recent innovations from research on implicit measures, we assessed intelligence mindsets on an implicit level with a mousetracking Propositional Evaluation Paradigm. This measure captures the spontaneous truth evaluation of growth- and fixed-mindset statements to tap into implicit beliefs. In two preregistered laboratory studies (N = 184; N = 193), we found that implicitly measured growth mindsets predicted learning engagement after an experience of failure above and beyond the explicitly measured growth mindset. Our results suggest that implicit and explicit aspects of intelligence mindsets must be differentiated. People might be in a different mindset when making learning-related decisions under optimal conditions (i.e., with ample time and capacity) or under suboptimal conditions (i.e., when time pressure is high). This advancement in the understanding of implicit theories of intelligence is accompanied with substantial implications for theory and practice.

Are profiles of self-regulated learning and intelligence mindsets related to students’ self-regulated learning and achievement?

BackgroundResearch emphasizes the relevance of mindsets for SRL and academic achievement. AimsThis paper reports three studies that aim to detect profiles of mindsets about SRL and intelligence, examine their relationship with students’ SRL, study-related beliefs, and academic achievement, and replicate the findings across samples. SampleParticipants were Ntotal = 633 university students, with NStudy1 = 254, NStudy2 = 187, and NStudy3 = 192. MethodsLPAs were run to identify mindset profiles, and Mplus’ auxiliary (BCH) function was applied to examine mean differences across profiles. ResultsAll three studies identified the mindset profiles “Entity-Theory”, “Balanced-Theory”, and “SRL-Theory”. The analyses revealed an SRL-Theory advantage regarding SRL, study-related beliefs, and academic achievement. ConclusionsThese are the first studies to explore mindset profiles based on mindsets about SRL and intelligence. The identified mindset-based meaning systems provide diagnostic information for teaching and tailored interventions and stimulate the advancement of SRL and mindset theories.

Fixed intelligence mindsets predict system legitimization in educational contexts

Fixed intelligence mindsets predict system legitimization in educational contexts

The biote-bot hybrid. The ultimate biothreat merging nanobots, AI-enabled cybernetics and synthetic biology

The paper intends to warn stakeholders, by using open sources, of the possibility of extremely small, nano-/pico-aerial vehicles controlled locally or remotely by artificial intelligence mindsets to deliver, on specific hosts and tissues, either diverse bioagents produced by conventional and synthetic (micro)biology, including xenobiota or bionic microbiota or existing microbiota selected from natural reservoirs. The accuracy in delivery would leverage minute quantities of pathogens to cause mass-scale bioevents. Such hybrids (biote-bots) would increase the effectiveness of unfit but virulent pathogens, preserve the carried biota for the trip and contain bioagents' weaponization footprint to levels below the detection threshold of current regimes, while complicating immune response and denying pre-infection detection and identification. To respond, we suggest that novel diagnostics and surveillance amenities are needed, prompting cooperation of experts from Medicine, medical instruments/diagnostics, artificial Intelligence and from disciplines tackling cybernetics, remote sensing, surveying and tracking.

Longitudinal Links Between Parental Failure Mindsets, Helicopter Parenting, and Fixed Mindset of Intelligence in Adolescents.

Evidence for the prospective associations among parental failure mindset, helicopter parenting, and children's intelligence mindset is lacking. This three-wave longitudinal study (12 months apart between waves) addressed this research gap by testing whether perceived maternal helicopter parenting mediated the link between perceived maternal failure mindset and intelligence mindset. Participants included 525 Chinese adolescents (47.2% girls, Mage = 15.41 years, SD = 0.22). Random-intercept cross-lagged analysis suggests that mothers with stronger failure-is-debilitating mindsets are more likely to engage in helicopter parenting, which may in turn contribute to stronger endorsements of a fixed mindset of intelligence in their adolescent children. The relation between maternal helicopter parenting and children's intelligence mindset appeared to be reciprocal, i.e., children's fixed mindset may elicit more helicopter parenting over time.

Investigating the association of school type and gender with adolescent's mindsets

AbstractMindset is a key factor affecting personality and learning for adolescents, especially those living in countries focusing heavily on human resources, such as Korea, Singapore, and Hong Kong. We examined associations of fixed intelligence mindset, fixed creative mindset, students' gender and school type via a structural equation modeling. The sample included 301 Korean adolescents: students in their second year at a gifted high school, general high school students, and vocational high school students. To confirm construct validity and examine the associations of gender and school type with both fixed intelligent and creative mindsets, we fit a two‐factor model within the structural equation model. We found significant associations of school type and gender with students' fixed intelligence mindset and fixed creative mindset. Three paths—gender → fixed intelligence mindset, school type → fixed intelligence mindset, and school type → fixed creative mindset—were significant. In Western countries where mindset research originated and developed, there have already been efforts to manage students' mindsets with policies. However, Asian countries still lack understanding of and basic research on mindset management. Therefore, these countries should pay closer attention to policies regarding students' mindset management. Simultaneously, a practical school‐level program is required to address the associations of school type and gender with student's mindsets revealed through this study.

Intelligence mindset in Chinese children: The role of parental praise and autonomy support

This study examined the relations between intelligence mindset, parenting practices, and academic performance in Chinese children. Specifically, we explored how caregivers' mindset was linked to their children's mindset through the use of praise and autonomy support. A sample of 330 Chinese children (Mage = 9.3, 6.6–12.3 years old, 51.5% female) and their caregivers (65% mothers) was recruited for this study. Results from structural equation modeling revealed that caregivers' mindset as reported by children was indirectly linked to children's self-reported mindset through the interaction between caregivers' self-reported praise and autonomy support. Additionally, children's fixed mindset was inversely linked to their math and Chinese grades. These findings suggest that promoting parents' growth mindset and increasing parenting practices of praise and autonomy support may help increase children's growth mindset and academic performance. Overall, our study highlights the additive and interactive role of caregivers' praise and autonomy support in the familial link between caregivers' and children's intelligence mindsets, and provides practical implications for interventions.

Between a growth and a fixed mindset: Examining nuances in 3rd-grade students’ mathematics intelligence mindsets

Children’s growth and fixed intelligence mindsets in mathematics are noted as important sources of mathematics motivation and achievement. Nuanced beliefs about the malleability of mathematics intelligence that lie between fixed and growth mindsets may also be important to consider for children’s mathematics learning, yet little is known about whether children endorse these in-between beliefs and how they fit in the popular growth and fixed mindset framework. In this study, we investigated nuanced mindsets in mathematics, which we term “mixed” intelligence mindsets, alongside fixed and growth mindsets in a sample of 698 third-grade students in the United States. Factor analyses using data from a newly developed mathematics intelligence mindset scale indicated good and similar fit of three multidimensional models. Two of these models included mixed mindset items, one with a combined growth and mixed mindset factor and another with a separated mixed mindset factor. Strong positive correlations were found between the growth and mixed mindset factors. Mathematics achievement had a moderate positive correlation with mixed mindset and a moderate negative correlation with fixed mindset. These correlations were both significantly stronger than the small correlation between mathematics achievement and growth mindset. Our findings suggest mathematics intelligence mindset is multidimensional and the addition of a mixed mindset aspect could improve the adequacy and precision of the conceptualization and measurement of the growth mindset dimension. In practice, mixed mindsets may provide teachers and parents with more flexible messages to present to children when encouraging them to engage in adaptive achievement behaviors in mathematics.

A bioecological perspective on mindset

Mindset—beliefs about the malleability of intelligence—has been traditionally conceptualized as an individual-level construct. The present study adapts, proposes, and applies a bioecological model to examine how learners perceive the intelligence mindset beliefs possessed by important socializing agents—parents, teachers, and peers—and whether and how these perceived mindset beliefs shape individuals’ own understanding of intelligence and intelligence mindset. Inductive coding of focus group data from 42 undergraduate students in the United States revealed six themes reflecting the dynamic interplay between person and context: (1) Definitions of intelligence reflect resource, force, and demand characteristics, (2) Students largely endorse growth mindset beliefs, but not unconditionally, (3) Supports and supportive environments shape intelligence mindset, (4) Individual differences in perspective taking shape perceptions of intelligence mindset, (5) The impact of age and generational status on intelligence mindset depends on socializing agent, and (6) Identity markers shape student perceptions of intelligence and intelligence mindset. Findings demonstrate the utility in applying a bioecological model for the study of mindset and point to new directions for examining the synergistic impact of person-context interactions on student motivation, learning, and achievement.

Development of associations between elementary school students' mindsets and attentional neural processing of feedback in an arithmetic task.

The aim of this study was to examine the development of the associations between elementary school students' mindsets and the attentional neural processing of positive and negative feedback in math. For this, we analyzed data collected twice from 100 Finnish elementary school students. During the autumn semesters of their 3rd and 4th grade, the participants' general intelligence mindset and math ability mindset were measured with a questionnaire, and their brain responses elicited by performance-relevant feedback were recorded during an arithmetic task. We found that students' fixed mindsets about general intelligence and math ability were associated with greater attention allocated to positive feedback as indicated by a larger P300. These associations were driven by the effects of mindsets on attention allocation to positive feedback in grade 4. Additionally, 4th graders' more fixed general intelligence mindset was marginally associated with greater attention allocated to negative feedback. In addition, the effects of both mindsets on attention allocation to feedback were marginally stronger when the children were older. The present results, although marginal in the case of negative feedback and mainly driven by effects in grade 4, are possibly a reflection of the greater self-relevance of feedback stimuli for students with a more fixed mindset. It is also possible that these findings reflect the fact that, in evaluative situations, mindset could influence stimulus processing in general. The marginal increase in the effects of mindsets as children mature may reflect the development of coherent mindset meaning systems during elementary school years.

Examining associations between intelligence mindset, mental health symptom severity, and academic self-efficacy and performance.

Individuals possess different beliefs regarding the malleability of intelligence, also known as intelligence mindsets. Despite evidence demonstrating a link between a growth mindset of intelligence-the belief that intelligence can develop through effort-and academic achievement, this link has not been closely examined from a mental health perspective. Given the increasing prevalence of mental health conditions, such as anxiety and depression, among undergraduate students, an important question is whether the well-established link between mental health symptom severity and academic outcomes depends on the intelligence mindset beliefs that individuals possess. A growth mindset of intelligence might buffer the negative impact of anxiety and depression on academic outcomes, whereas a fixed mindset-the belief that intelligence cannot be changed-might exacerbate this negative relationship. The present study examined data collected from 660 undergraduate psychology students in the United States to test whether intelligence mindset beliefs moderated the relationship between mental health symptom severity and various indicators of academic outcomes: academic self-efficacy, GPA, and perceived academic standing. Results revealed that intelligence mindset beliefs did not moderate the observed negative association between mental health symptom severity and academic outcomes. Findings indicate that promoting a growth mindset of intelligence might not be a particularly effective strategy for buffering university students from the negative impact of anxiety and depression on academic outcomes. However, this conclusion is limited by the cross-sectional design of the study, and future prospective research is necessary to further clarify the relationship between intelligence mindset, mental health, and academic outcomes.

The power of trust: How does parents' failure mindset affect children's intelligence mindset?

Children's intelligence mindset plays an important role in their happiness and academic development. Several researchers have revealed the influence of parents' failure mindset on their children's intelligence mindset. This study examined this influence in Chinese culture and proposed that parents' academic trust is a mediator in the relationship between parents' failure mindset and children's intelligence mindset. In Study 1, 311 children (grades from 5 to 7; 171 were girls) and one of their parents provided their corresponding evaluations. Bootstrap analysis results demonstrated the effect of parents' failure mindset on children's intelligence mindset and the mediating role of parents' academic trust. In Study 2, 298 children (grades 5 and 6; 151 were girls) reported on their intelligence mindset and perceptions of their parents' failure mindset and academic trust. These results validated those of Study 1 and revealed that children's perceptions of their parents' beliefs exhibited the same effects as parents' self-evaluated beliefs. Therefore, we have found that parents with a failure-is-enhancing view are more likely to trust their children's academic potential and that these children thus develop a growth intelligence mindset.

Intergenerational Transmission of Math anxiety: Discussion About Research of Parents’ and Children’s Math Anxiety

Math is an abstract and challenging subject, so students may have math anxiety when studying math. Math anxiety might be transmitted intergenerationally. This article discusses research on math anxiety’s intergenerational transmission in three aspects. The first aspect is the factors of parents influencing children’s math anxiety levels. These factors are parents’ math anxiety, intelligence mindset, parent-child relationships, and parental educational involvement. The second aspect is the influence of parental math anxiety on children. Parental anxiety can influence children’s math anxiety, math outcomes, and how much math they learn, and it can affect children as early as kindergarten age. The third aspect is the methods and interventions reducing children’s math anxiety and improving outcomes. Stopping parents with high math anxiety levels, using math applications involving interaction between parents and children, changing fixed mindset to growth mindset, and doing mindfulness are all interventions that can help reduce children’s math anxiety. In conclusion, the intergenerational transmission of math anxiety is critical and represented by factors of parents influencing children’s math anxiety level and the influence of parental math anxiety on children. Parents should use appropriate ways to reduce their children’s math anxiety. Further research should focus on the cause-and-effect relationship between parents’ math anxiety and children.

Small Moments, Big Impact: Pilot Trial of a Relational Health App for Primary Care.

To conduct a pilot trial of Small Moments, Big Impact: a relational health app. Low-income mothers with 1 or no prior children, a full-term birth, above 18 years old, and without substance abuse were recruited. The control group was recruited prior to the intervention group to avoid contamination. Of the 117 mothers enrolled, 29 intervention and 29 control mothers completed the study. Five questionnaires were administered at baseline and 6-months to measure maternal depression, empathy, beliefs about children's emotions, intelligence mindsets, and app use. At 6 months, questionnaires assessing parenting stress, reflective functioning, and perceived value of app were also administered. Mothers in the final sample were similar to those who did not complete the study, except more mothers who dropped out were recruited during COVID-19 and had a lower empathetic subscale score. No differences were found between groups at pre- or post-test. However, because of skewed outcome variables which violated normality principles and the small sample size, quantile regression analyses were performed comparing the 25th, 50th, and 75th percentiles for each outcome. Controlling for pretest and potential confounders, subsets of SMBI mothers reported lower parental stress, more growth mindset and increased effort to understand their child's feelings. Ninety percent of mothers reported using SMBI at least once per week. Eighty percent of mothers would recommend the SMBI app to new mothers. Most mothers used SMBI weekly, rated it highly and reported less stress, more growth mindset, and more positive child rearing beliefs.

The Impact of Parents' Intelligence Mindset on Math Anxiety of Boys and Girls and the Role of Parents' Failure Beliefs and Evaluation of Child's Math Performance as Mediators.

This study aimed to examine the relationship between parents' intelligence mindset and children's math anxiety and the mediating role of parents' failure mindset and evaluations of their child's math performance. A total of 419 Chinese students (196 boys and 223 girls) and their parents were recruited to complete a series of questionnaires on topics such as math anxiety, parent's failure mindset, parent's intelligence mindset, and parents' evaluations of their child's mathematical performance. The results revealed that parents' intelligence mindset was not correlated with children's math anxiety. However, parents' intelligence mindset indirectly predicted children's math anxiety through the chain-mediated role of parents' failure beliefs and parents' evaluations of their child's math performance. Further, sex differences were found through a multigroup analysis, which showed a chain-mediated effect between parents' intelligence mindset and girls' math anxiety.