Learning Mindset Research Articles

Students with disabilities in higher education call for personal empowerment, equitable inclusive systems, and individualized accommodations

IntroductionThe number of students with disabilities in higher education is increasing, but research shows that they continue to face significant challenges for equitable participation. This study aims to deepen our understanding of these challenges through the perceptions of students with disabilities themselves.MethodsParticipants were students with disabilities enrolled at the University of Malta. Data was collected through a student survey with quantitative and open-ended questions and semi-structured interviews with students on their aspirations, on how far they felt enabled to participate in the university academic and social environments, and on how useful were the individual accommodations provided for their equitable participation. The online questionnaire was completed by 51 students constituting 21% of the total relevant population, while four semi-structured interviews were held with autistic students.ResultsThe findings firstly showed that these students considered the university as mainly an opportunity for self-development but experienced significant difficulties during their transition to and at the university for developing a healthy self-identity in the ableist university environment. Secondly, students called for the teaching system to be more pedagogically effective and sensitive to diverse student needs and for their involvement in the development of appropriate facilities for students. Thirdly, they reported that individual accommodations were necessary for their equitable participation and called for less bureaucratic processing of applications, individual negotiation of accommodations, and a system for informing lecturers of students' needs.DiscussionThe study suggests that higher education institutions should listen to the concerns of students with disabilities and involve them in curricular and environmental planning. They need to create a diversity respectful ethos and socio-emotional support that promotes everyone's membership in the university community, while adopting a universal design for learning mindset that is open to the diverse needs of students and providing a smooth system of accommodations for other individual needs.

Breaking Grounds in Civil Engineering Education: The Potential of Building Information Modelling Software as Catalyst for Improved Interior Design Learning

The Industrial Revolution 4.0 in the 21st century has necessitated a shift in learning experiences and self-development to adapt to evolving learning mindsets and digital literacy demands. Teachers are encouraged to reduce administrative workloads that are not aligned with the digital age and focus on adopting digital-based learning models and media that suit modern student needs. This study aimed to implement and analyze the impact of case-based projects integrated with Building Information Modeling (BIM) software on civil engineering students’ understanding of interior building design. This mixed-methods research utilized a sequential explanatory design. A sample of 60 civil engineering students was selected through random sampling. Quantitative data were analyzed using path analysis, while qualitative data were examined through data reduction, data display, and conclusion drawing/verification analysis. The findings indicate that the case-based project approach, integrated with BIM software, was effectively applied and positively impacted students’ skills in learning BIM. Students showed improved abilities to analyze, explore, and synthesize information through hands-on experience with real-world case-based projects. This study contributes a novel educational model by integrating technology with learning methods through case-based projects in BIM software. This innovation supports students in enhancing their analytical and problem-solving skills and aligns with the requirements of the Industrial Revolution 4.0

The impact of service-learning on secondary school students’ social and civic competencies, and engagement and motivation in school - perspectives from Europe

This study investigated the impact of the service-learning on the social and civic competencies and motivation and engagement in the school of secondary school students. The methodological design was quasi-experimental with a non-equivalent control group. With the data collected from 232 secondary school students from five European countries, the following hypothesis was tested: students who engage in the service-learning will have more developed social and civic competencies, higher motivation and engagement in school, and a lower tendency to drop out. Before and after the intervention, the measurement showed statistically significant differences between the groups in several traits and attributions related to social competency measures, social responsibility, personal values, academic perseverance, learning mindset and overall student engagement and motivation. The results confirmed that service-learning can work effectively on social and civic competencies, to prevent social exclusion risks.

The unrecognized potential of potential-based achievement goals.

For over a decade, growth-oriented achievement goal constructs like potential-based goals and personal best goals have remained relatively unnoticed. This empirical study aims to highlight that goal theorists might be limiting themselves by not incorporating potential-based goals into their frameworks. The primary objective of this research was to underscore the significant yet underappreciated role of potential-based goals in empirical studies within the 3 × 2 achievement goal framework. The sample comprises 10,079 international undergraduate students from a Dutch university, drawn from nine cohorts spanning academic years from 2015/2016 to 2023/2024. To validate the eight-factor measurement model of achievement goals, we employed first and second-order confirmatory factor analyses. Correlational analysis and structural equation models were utilized to explore the relationships between achievement goal measures, various learning dispositions, and academic performance. Our analysis shows that all eight goal constructs clearly distinguish and confirm both first-order and second-order factor analysis models based on approach and avoidance factors. Further analyses include obtaining correlations and structural equation prediction models, where goal setting facets predict learning mindsets, such as intelligence theories, effort beliefs, autonomous and controlled regulation, motivation, engagement, learning approaches, and performance strategies. Within a system of criterion-referenced grading of courses, our findings indicate that potential-based goals play a pivotal role in exploring relationships with other learning dispositions and predicting performance. It is therefore imperative to incorporate these goals into our measurement instruments for goal frameworks, even if it means prioritizing them over other types of intrapersonal goals.

Mindsets, contexts, and college enrollment: Taking the long view on growth mindset beliefs at the transition to high school.

Socioeconomic disparities in academic progress have persisted throughout the history of the United States, and growth mindset interventions-which shift beliefs about the malleability of intelligence-have shown promise in reducing these disparities. Both the study of such disparities and how to remedy them can benefit from taking the "long view" on adolescent development, following the tradition of John Schulenberg. To do so, this study focuses on the role of growth mindsets in short-term academic progress during the transition to high school as a contributor to longer-term educational attainment. Guided by the Mindset × Context perspective, we analyzed new follow-up data to a one-year nationally representative study of ninth graders (National Study of Learning Mindsets, n = 10,013; 50% female; 53% white; 63% from lower-SES backgrounds). A conservative Bayesian analysis revealed that adolescents' growth mindset beliefs at the beginning of ninth grade predicted their enrollment in college 4 years later. These patterns were stronger for adolescents from lower-SES backgrounds, and there was some evidence that the ninth-grade math teacher's support for the growth mindset moderated student mindset effects. Thus, a time-specific combination of student and teacher might alter long-term trajectories by enabling adolescents to develop and use beliefs at a critical transition point that supports a cumulative pathway of course-taking and achievement into college. Notably, growth mindset became less predictive of college enrollment after the onset of the COVID-19 pandemic, which occurred in the second year of college and introduced structural barriers to college persistence.

Master’s Degree Program at Osias Colleges, Incorporated… In the Prospect of Educators and Corporate World Employees

This tracer study examines the Master’s Degree graduates from the Master of Arts in Education (MAEd) and Master in Business Administra-tion (MBA) programs to assess their current profiles, contributions of their respective programs, and their ratings of the degrees earned. Utiliz-ing a survey questionnaire adapted from the University of Santo Tomas, data were collected from both MAEd and MBA graduates through web-based sampling. The descriptive research design was employed to ad-dress the study's questions.The findings reveal that the majority of respondents are females in upgraded positions, such as Teacher III, Head Teacher, Master Teacher, and Principal. Most MBA graduates are employed as Senior High School teachers, with some holding high positions like Corporate Budget Spe-cialist and Senior Financial Planning Specialist. The study highlights that the Master’s Degree Program significantly contributes to the academic profession, particularly in meeting professional needs, enhancing learn-ing efficiency, and fostering people skills and values formation. Gradu-ates rated their professors highly, particularly regarding subject matter knowledge, pedagogical expertise, quality of instruction, and teacher-student relationships. The study recommends that Osias Colleges, Inc. (OCI) Management and Faculty continue to foster a lifelong learning mindset and maintain ongoing communication and networking with alumni to enhance educa-tional outcomes and professional development. This approach will sup-port continuous growth and ensure that graduates are well-prepared for their careers.

Bridging the diverse leader gap in public relations through accreditation: examining US diverse practitioners’ motivations, challenges and leader development

PurposeThis study aims to examine the impact of the Accreditation in Public Relations (APR) certification on the leader development of US diverse practitioners.Design/methodology/approachThe study involved six online focus groups with 64 APRs who identified as diverse practitioners and APR chairs who supported and mentored diverse candidates.FindingsDiverse practitioners identified specific knowledge, skills and abilities (KSAs) that they developed through the APR study process, which are consistent with those desired in leaders such as technical, relationship management and conceptual skills. Not only did diverse practitioners become more strategic thinkers and skilled in the public relations planning process, but they also were promoted or hired into management positions. Effective mentors were key to their success. These findings confirm that the APR can be a form of leader development for diverse public relations practitioners that opens doors to management positions. However, employers need to provide instrumental support for diverse practitioners to be successful, such as covering costs associated with the exam, providing study time and supporting their membership in professional associations.Originality/valueBased on the theoretical framework of self-efficacy and a lifelong learning mindset, the study reveals the value of the APR in preparing diverse practitioners for leadership roles, which can be a resource to address the gap in diverse leaders in the public relations industry.

Building a Learning Management Framework for Patient Safety: Lessons From a Large Multistate System

Background Embracing a learning, transparent, and improvement culture is crucial for healthcare organizations to effectively learn from human errors and deliver safer, higher-quality patient care. However, the application of organizational learning in healthcare has been relatively narrow, necessitating the establishment of learning systems across healthcare organizations. This paper presents a novel learning management framework in a multistate health system, which is also a patient safety organization (PSO), facilitating a transition into a high reliability organization. We also provide initial results, uniquely contributing to the limited literature on healthcare learning management networks for patient safety. Methods We explore solutions for widespread learning from safety events in a large multistate U.S. healthcare system. We discuss the challenges of culture, technology, measurement systems, and barriers to learning from errors. We present our key driver diagram, critical details of implementing a learning network, and our initial findings, including the positive impact of the good catch program and the culture of safety survey. These initiatives have led to improved communication about errors and a growing willingness to learn from them, demonstrating the effectiveness of our learning management network. We also discuss the importance of data in organizational learning. Results From 2021 to 2023, the overall event reporting rate, which includes all severity levels of harm, increased by 22.41%, from 165.15 to 202.16 events per 10,000 patient days (p-value<0.0001). The reporting rate for near-miss events also rose by 20.50%, from 138.09 to 166.41 events per 10,000 patient days (p-value<0.0001). We attribute these improvements to enhanced data sharing and a culture of transparency the learning management network fosters. The “Communication about error” element in the culture of safety survey, with over 55,000 respondents, improved from 69.5% in 2020 to 70.6% in 2022 (p-value<0.0001), indicating better communication and a growing willingness to learn from errors. Feedback from over 1,000 PSO safe table participants highlighted a respectful and supportive atmosphere, acknowledging areas for improvement without blame. Conclusion In conclusion, we emphasize the comprehensive approach to patient safety, utilizing diverse strategies and evidence-backed methods to spread learning and data sources and reinforcing the commitment to “healing without harm.” Looking ahead, we aim to instill essential learning mindsets, create psychologically safe workplaces, and promote high reliability and safety behaviors. We remain optimistic that the maturation of the learning management network will ultimately contribute to a decrease in harm rates, aligning with our ongoing commitment to patient safety and continuous enhancement. Our future research will focus on further refining and expanding the learning management framework to significantly impact patient safety in healthcare organizations.

Examination of the validity of the Chinese version of the Language Mindsets Inventory among Chinese university students.

With the growing interest in the psychological basis of language learning, this study aims to validate the Chinese version of the Language Mindset Inventory (LMI) among Chinese university students. A sample of 476 students from various universities in mainland China was used. The translation process followed the forward-backward method. Confirmatory factor analyses (CFAs) were conducted to evaluate the factor structure. The internal consistency of the LMI was assessed using Cronbach's alpha, and convergent validity was examined through correlations with established mindset measures. Compared with the one-factor model, the two-factor model which distinguishes between fixed and growth mindsets, showed an acceptable and better fit index. The overall Cronbach's alpha for the full scale was 0.954, with 0.929 for the fixed mindset dimension and 0.903 for the growth mindset dimension. AVE values for the fixed and growth dimensions were 0.597 and 0.510, respectively. Correlations showed that the growth mindset dimension was significantly positively associated with the 8-Item Growth Mindset Scale (r = 0.186, p < 0.01) and the Mindset Scale for Learning English (r = 0.149, p < 0.01), while the fixed mindset dimension was negatively associated with both scales (r = -0.228 and r = -0.169, p < 0.01). This study confirms the reliability and validity of the Chinese version of the LMI, making it a relevant tool for assessing language learning mindsets among Chinese university students. The findings support the integration of LMI into educational strategies to promote resilience and adaptability, enhancing language education outcomes.

Learning from African entrepreneurship—on the psychological function of entrepreneurial preparedness

Psychological preparedness for entrepreneurial actions helps to connect macro-institutional support for entrepreneurs to actions of entrepreneurs. Action knowledge and personal initiative are part of entrepreneurial preparedness, and there are two training concepts that have been developed to increase the number of entrepreneurs among BA and high school students in low- and middle-income countries and to improve the skills and mindset of entrepreneurs. I discuss large-scale randomized controlled interventions in both of these areas with the STEP and personal initiative training. Showing that psychological preparedness for entrepreneurial actions can be enhanced, the question is whether methods shown to work in low-income countries can inform entrepreneurship research in general. Issues that seem to speak against generalizing are often seen in necessity, survivalist, and informal entrepreneurship. These issues are discussed and are deemed of lower importance for generalization of findings. There are also methodological advantages when doing research in low- and middle income countries. Practical and policy implications are also provided.Plain English SummaryEntrepreneurship is about taking action and seizing opportunities. People often think of African entrepreneurs as just trying to survive, but there is more to it. In fact, Africa has likely many more entrepreneurs than the West, and these young business people are keen to learn and grow. We have created training programs for university and high school students to boost the number of entrepreneurs and improve their skills. We have tested these programs with over 6000 students across 11 developing countries, and they have been successful: Training participants started 30% more businesses than the control group. We have also developed a training called personal initiative to help entrepreneurs increase their profits by up to 30%. This has been tested with thousands of participants in ten countries. What makes these training programs special is that they are scientifically tested and proven to be highly effective (the tests were similar to examining the effectiveness of a new medicine). They focus on immediate skill and mindset learning. Psychological training helps entrepreneurs be ready to make the most of government and macro-economic support for businesses. So, there is a lot we can learn from entrepreneurship in Africa.

Unveiling gender differences: a semantic differential approach to studying mindsets in language learning

ABSTRACT Studying language learning beliefs plays an important role in language learning research. The aim of our study was to reconstruct the system of meanings that underlie the gender differences in the beliefs about people involved in foreign language learning. In our study, we used the semantic differential to study beliefs about people involved in foreign language learning. The sample for the study consisted of 86 female and 76 male volunteer participants. Results show that the semantic spaces of beliefs about people involved in foreign language learning have the same dimension but significant differences in the content: the semantic space for males is based on the factors Trustworthiness, Openness to communication and new knowledge and Activity; for females – Evaluation, Diligence and Interpersonal communication. Significant shifts in beliefs about people involved in foreign language learning between females and males are in the factors Activity and Openness to communication and, to a much lesser extent, High emotionality – Emotional stability. According to the results of the study, we concluded that females had a more positive attitude towards people involved in foreign language learning. Additionally, it was concluded that females were more likely to have a growth language learning mindset.

Conceptualizing the adventure tourist as a cross-boundary learner

In recent years, the adventure tourism sector has seen new travelers seeking self-transformation, learning, and an expanded worldview rather than risk and thrill. They have attracted attention for their contribution to the local economies. However, their motivation behind seeking such goals through adventure tourism remains unknown. Therefore, this study proposes a hypothesis explaining their transformation. An explanatory hypothesis is that adventure tourists possess the evaluation axis of cross-boundary learners who discover new selves through serendipitous encounters and events. Cross-boundary learning, a part of organizational learning, can be conceptually identified with planned happenstance theory (psychology) and effectuation theory (management) that locates self-transformation source in given non-cognitive abilities. Also, adventure tourists have an “ambivalent value” allowing them to simultaneously evaluate the exploitation of knowledge from the servicescape and the exploration of knowledge from the ethnoscape. This conceptual model thus bridges theory and practice for the development of the adventure tourism industry. Management implicationsThe findings of this study can be summarized as follows.•Adventure tourists have ambivalent values of knowledge exploration and exploitation;•They become adventure tourists when they incidentally encounter ethnoscapes that are specific to and still rooted in the region of their travel destination; and•What makes them adventure tourists is a cross-boundary learning mindset, which can be confirmed by measuring their non-cognitive abilities.Based on the above, the management implications are that adventure tourism operators should.•Focus their attention not only on the sophistication of their services, but also on preserving the ethnoscape of the business area; and•Plan for the generation of communities of practice in destinations that facilitate cross-boundary learning including knowledge exploration and exploitation by travelers.

Connotation and Analysis of English Self-Study Ability in High School Students Under Deep Learning Theory

It advocates deepening the teaching classroom s engagement, encouraging students to transition from a passive to an active learning mindset, enhancing their participation, and enabling them to understand and actively construct knowledge, thereby achieving a unified learning experience.[1].Current high school students English learning ability in classroom inside and outside, classroom teaching fragmentation and surface problems and classroom independent learning consciousness weak problems still exist, how to cultivate high school students critical thinking, problem solving ability and help high school students improve autonomous learning ability, become the current in the process of deepening the reform of high school English curriculum need to focus on areas[2].Under the guidance of deep learning theory, it is particularly necessary to explore the connotation and causes of the English self-study ability of senior high school students.

Importance of Understanding Minority-Serving Institutional Designations and Associated Abbreviations in Contemporary US Higher Education

Prefixes and suffixes in pharmacy might suggest a drug class, generation, or mechanism of action. As pharmacy educators, we also use an alphabet soup of acronyms and abbreviations to describe board certifications or professional organizations and our affiliation to them. Although we may be experts in nomenclature and abbreviations related to health professions education, sometimes, we also have to remind ourselves to be humble and embrace a learning mindset relative to the abbreviations and naming conventions used more broadly in higher education and in other fields. This article discusses the use of abbreviations in minority-serving institutions as well as the financial, historical, and political implications surrounding their names and definitions. The need to appreciate institutional designations and what they represent is not unique to minority-serving institutions or solely the responsibility of personnel who lead diversity, equity, inclusion, and accessibility efforts. Appreciating what institution designations mean is a logical first step toward discovering and acting upon the possibilities to facilitate and support the success of all learners recruited into the pharmacy profession.

EQUIPPING STUDENTS FOR A DYNAMIC FUTURE

The ever-changing landscape of the 21st century requires a shift in educational focus beyond traditional subject knowledge. This paper explores key considerations for designing effective curricula, emphasising the crucial role of basic skills and 21st-century competencies, fostering a lifelong learning mindset, and preparing students for an increasingly interconnected world. Building strong literacy, numeracy, and digital skills is the foundation for communicating effectively, thinking critically, and navigating the digital world. Developing key 21st-century skills such as critical thinking, problem-solving, collaboration, and communication will enable students to tackle complex challenges, work effectively in teams, and express themselves clearly. Encouraging creativity, innovation, and adaptability enables students to think outside the box, embrace new ideas, and thrive in an unpredictable future. Fostering a growth mindset and self-directed learning skills empowers them for lifelong learning and continuous skill development. While subject-specific knowledge remains valuable, this paper emphasises the need for a holistic approach that integrates these essential skills and mindsets. In addition,recognizing the importance of social-emotional learning and global citizenship highlights the need to prepare well-rounded individuals for success in an interconnected world. This includes understanding diverse cultures, promoting responsible global citizenship, and encouraging sustainable practices. By incorporating these elements into curriculum design, we can equip students with the skills and attitudes necessary to navigate the complexities of the future, become responsible, engaged, and lifelong learners, and contribute meaningfully to a globalised society.

Strategies for Closing Skill Gaps in Organisations: Enhancing Productivity, Innovation, and Competitivene

Addressing talent shortages has become crucial for organisational success in the current changing business climate. Skill gaps, which refer to differences between the abilities that are necessary and the skills that were held, impede productivity and creativity. This research examined methods for efficiently addressing skill deficiencies via customised training initiatives, integration of technology, and cultivating a lifelong learning mindset. This study used surveys and case studies across several sectors, to identify the main deficiencies in skills. It also examined the efficacy of remedial options and assessed their influence on productivity and competitiveness. The results highlighted the need for strategic personnel planning and ongoing skill development to adapt to changing market demands and maintain organisational resilience. Keywords: Organisation Efficiency, Innovation, Competitiveness, Continuous learning, Strategic planning.

Entrepreneurial Resilience During COVID-19: The Survival of Small Businesses Using Dynamic Capabilities Theory and Effectuation Theory

Objectives: This study explores how Bali's sport tourism stakeholders used dynamic capabilities to mitigate COVID-19's impacts. Given Bali's reliance on sport tourism, understanding recovery is crucial. The research aims to identify pandemic challenges, explore strategic recovery plans, and understand how entrepreneurs leverage dynamic capabilities for survival and growth. Theoretical Framework: The study integrates dynamic capabilities and effectuation theories with entrepreneurial resilience. Dynamic capabilities involve adapting, learning, and transforming activities to meet changing environments. Effectuation theory focuses on leveraging available means and making decisions based on emerging opportunities. Together, these theories offer a comprehensive understanding of adaptation strategies among Bali's sport tourism entrepreneurs. Method: Using a qualitative design, the research conducts semi-structured interviews with 10 small and medium-sized enterprises (SMEs) in Bali's sport tourism sector. Results and Discussion: Findings highlight resilience's role in fostering adaptability, motivation, and a learning mindset. An activity-based model for dynamic capabilities focuses on integration, learning, and transformation with employee and customer involvement. Leveraging dynamic capabilities, assessing opportunities with available means, and using innovative technologies are crucial for strategic decisions in uncertain environments. Research Implications: This study contributes to the entrepreneurship and strategic management literature. Integrating dynamic capacities, effectuation theories, and entrepreneurial resilience provides useful insights for academics, policymakers, and practitioners. The work offers practical solutions for resilience in dynamic contexts. Originality/Value: This study enhances understanding of how Bali’s sport tourism entrepreneurs adapt to a transformed entrepreneurial ecosystem. It serves as a valuable resource for developing resilient strategies for future disruptions.

Cultivating a culture of safety and innovation in the FMCG sector through leadership and organizational change

This paper examines the role of leadership and organizational change in shaping such a culture within FMCG companies. Drawing upon insights from organizational psychology, change management, and leadership theories, the paper explores strategies for creating an environment that prioritizes safety, encourages innovation, and fosters continuous improvement. Key themes include the importance of leadership commitment to safety and innovation, the need for clear communication and transparency, and the value of employee empowerment and engagement. Additionally, the paper discusses the role of organizational structures, systems, and processes in supporting a culture of safety and innovation. Through case studies and real-world examples, the paper highlights best practices and practical strategies for FMCG companies looking to cultivate a culture of safety and innovation. Cultivating a culture of safety and innovation within the fast-moving consumer goods (FMCG) sector is crucial for fostering resilience, driving growth, and ensuring long-term success These include fostering a learning mindset, promoting collaboration and knowledge sharing, and leveraging technology to enhance safety practices and drive innovation. Ultimately, the paper argues that cultivating a culture of safety and innovation requires a holistic approach that involves leadership commitment, organizational change, and active engagement from employees at all levels. By prioritizing safety and innovation, FMCG companies can not only mitigate risks and ensure compliance but also drive creativity, improve operational efficiency, and maintain a competitive edge in today's rapidly evolving marketplace. Keywords: FMCG Sector, Safety Culture, Organizational Change, Technology Integration, Employee Engagement, Innovation.

Learning Mindsets and Well-Being and Ill-Being Among Osteopathic Medical Students

Given the high rates of burnout and associated negative mental health outcomes (eg, depression, suicidal ideation, substance abuse) among medical students and physicians, it is imperative to identify strategies for supporting the future health workforce, particularly when considering trends indicating a future shortage of physicians. Understanding the associations of medical school students' learning mindsets (eg, growth mindset, purpose and relevance, and sense of belonging) with indicators of well-being (eg, flourishing) and ill-being (eg, burnout) could provide a foundation for future research to consider when attempting to combat the negative mental health trends among medical students and physicians. To understand the associations of medical school students' learning mindsets (ie, their beliefs about themselves as learners and their learning environment) with critical student health outcomes (ie, well-being and ill-being). This survey study used a nationally representative sample of first-year osteopathic medical school students across the US who responded to a survey of learning mindsets as well as measures of well-being and ill-being in fall 2022. Data were analyzed from January to April 2024. Learning mindsets were categorized as growth mindset, purpose and relevance, and sense of belonging. Well-being was categorized as flourishing and resilience, and ill-being was categorized as burnout and psychological symptoms. Outcomes were regressed on learning mindset and demographics variables, and interactions of demographic variables and learning mindsets were assessed. A total of 7839 students were surveyed, and 6622 students (mean [SD] age, 25.05 [3.20]; 3678 [55.5%] women) responded and were included in analyses. The 3 learning mindsets were significantly associated with flourishing (growth mindset: b = 0.34; 95% CI, 0.23 to 0.45; P < .001; purpose and relevance: b = 2.02; 95% CI, 1.83 to 2.20; P < .001; belonging uncertainty: b = -0.98; 95% CI, -1.08 to -0.89; P < .001) and resilience (growth mindset: b = 0.28; 95% CI, 0.17 to 0.40; P < .001; purpose and relevance: b = 1.62; 95% CI, 1.43 to 1.82; P < .001; belonging uncertainty: b = -1.50; 95% CI, -1.60 to -1.40; P < .001) well-being outcomes and burnout (growth mindset: b = -0.09; 95% CI, -0.11 to -0.07; P < .001; purpose and relevance: b = -0.29; 95% CI, -0.32 to -0.25; P < .001; belonging uncertainty: b = 0.28; 95% CI, 0.26 to 0.30; P < .001) and psychological symptoms (growth mindset: b = -0.22; 95% CI, -0.30 to -0.14; P < .001; purpose and relevance: b = -0.51; 95% CI, -0.64 to -0.38; P < .001; belonging uncertainty: b = 1.33; 95% CI, 1.27 to 1.40; P < .001) ill-being outcomes, even when controlling for important demographic characteristics (eg, race and ethnicity, gender identity, age). Furthermore, several significant interactions indicated that these learning mindsets may be particularly salient for students from historically marginalized communities: there was a significant interaction between growth mindset and race and ethnicity (b = 0.58; 95% CI, 0.08 to 1.09, P = .02), such that growth mindset was more strongly associated with flourishing among American Indian or Alaska Native, Black, Latine, or Native Hawaiian students. These findings suggest that identifying strategies for supporting students' learning mindsets may be an effective way to support medical student well-being and reduce ill-being, particularly among students from historically marginalized backgrounds.

Predictors of Growth Mindset among Ghanaian Classroom College of Education Teacher Trainees

The study aimed to examine the important predictors of Ghanaian classroom Diploma in Basic Education teacher trainees' growth mindset toward student learning. Participants included a purposive sample of 328 (177 male and 151 female) second- and third-year teacher trainees in one college of education in the northern part of Ghana. The predictor variables were the type of program, year in program, age, sex, and marital status. The student learning subscale of the Physical Education and Sports Ability Survey (Sofo et al., 2016) served as the main data source. The items were adapted for the classroom setting. Most of the trainees had a growth mindset but with some fixed ideas for student learning (80.18%). Approximately 19.21% of the trainees had a strong growth mindset in student learning. The mean decreased Gini (MDG) values for the year in the program, program type, and marital status (married vs. single) showed that these predictors were important for student learning. A logistic regression analysis showed that type of program, year in program, and marital status were significant predictors of growth mindset for student learning. Trainees in the early childhood program were approximately seven times more likely to have a growth mindset regarding student learning compared to those in the primary education program. Trainees in their third year were approximately 145 times more likely to have a growth mindset regarding student learning compared to trainees in their second year. Single teacher trainees were approximately 213 times more likely to have a growth mindset regarding student learning compared to married teacher trainees. The study provides insights for teacher educators regarding the profiles and factors that promote the development of a growth mindset in teacher education settings in Ghana