Mindset Measure Research Articles

Stress mindset and nurses' sleep quality: mediating effects of stress overload and anxiety.

Previous studies have shown that overall sleep quality among Chinese nurses is relatively low, with a sleep disorder prevalence rate of approximately 66.4%. Against the backdrop of healthcare reforms, China has been striving to improve the mental health and sleep quality of nurses. Stress mindset can influence how individuals respond to stress, but there is limited research on how stress mindset affects nurses' sleep quality. This study aims to explore the impact of stress mindset on sleep quality among nurses, as well as the mediating roles of stress overload and anxiety in this relationship. The study was conducted online using a questionnaire from February 18 to February 22, 2024. It utilized the Stress Mindset Measure (SMM), the Stress Overload Scale-Short (SOS-S), the Generalized Anxiety Disorder 7-item scale (GAD-7), and the Pittsburgh Sleep Quality Index (PSQI) to survey 441 nurses in three regions of China: Chongqing, Hunan, and Shandong (M = 34.39, SD = 7.82, 95.7% female). A chain mediation model was employed to examine the mediating roles of stress overload and anxiety in the relationship between stress mindset and sleep quality. The participants' average sleep quality score was 7.18 ± 3.47. Nurses' stress mindset was significantly negatively correlated with both stress overload and anxiety, and significantly positively correlated with sleep quality. Stress overload was significantly positively correlated with anxiety and significantly negatively correlated with sleep quality. Anxiety was also significantly negatively correlated with sleep quality. The direct effect of nurses' stress mindset on sleep quality was significant (effect size = -0.10, 95% CI: -0.19 to -0.01), as were the indirect effects through stress overload (effect size = -0.05, 95% CI: -0.11 to -0.01) and anxiety (effect size = -0.09, 95% CI: -0.13 to -0.05), along with their chain mediation effect (effect size = -0.10, 95% CI: -0.14 to -0.06). Our study demonstrates that a higher level of nurses' stress mindset is associated with better sleep quality, with stress overload and anxiety mediating this relationship. A positive stress mindset helps nurses cope more effectively with professional challenges and reduces anxiety, leading to improved sleep quality. Healthcare institutions should therefore prioritize fostering positive stress mindsets in nurses, encouraging regular psychological training and workshops to support the development of effective coping strategies.

Adaptation and validation of the stress control mindset measure in Italian university students

Adaptation and validation of the stress control mindset measure in Italian university students

The Influence of Positive Psychological Capital and Mindset on Grit among Nursing Students: A Cross-sectional Survey

Purpose: This study was conducted to identify factors influencing grit among nursing students.Methods: A cross-sectional survey was conducted in September 2023 involving 135 nursing students from a college in J City, South Korea. The survey included measures of positive psychological capital, mindset, and grit. At the same time, stress, as part of the general characteristics, was evaluated through the power values of high beta waves in brain waves. Statistical analyses included t-tests, analysis of variance, Pearson’s correlation coefficient, and multiple regression analysis.Results: Positive correlations were found between positive psychological capital, mindset, and grit in nursing students. Volunteer experience and positive psychological capital were identified as significant factors influencing grit.Conclusion: To enhance grit among nursing students, it is essential to encourage participation in volunteer activities at the societal, educational, and familial levels, in conjunction with interventions to strengthen positive psychological capital.

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.

Measurement Invariance Testing Works.

Psychometricians have argued that measurement invariance (MI) testing is needed to know if the same psychological constructs are measured in different groups. Data from five experiments allowed that position to be tested. In the first, participants answered questionnaires on belief in free will and either the meaning of life or the meaning of a nonsense concept called "gavagai." Since the meaning of life and the meaning of gavagai conceptually differ, MI should have been violated when groups were treated like their measurements were identical. MI was severely violated, indicating the questionnaires were interpreted differently. In the second and third experiments, participants were randomized to watch treatment videos explaining figural matrices rules or task-irrelevant control videos. Participants then took intelligence and figural matrices tests. The intervention worked and the experimental group had an additional influence on figural matrix performance in the form of knowing matrix rules, so their performance on the matrices tests violated MI and was anomalously high for their intelligence levels. In both experiments, MI was severely violated. In the fourth and fifth experiments, individuals were exposed to growth mindset interventions that a twin study revealed changed the amount of genetic variance in the target mindset measure without affecting other variables. When comparing treatment and control groups, MI was attainable before but not after treatment. Moreover, the control group showed longitudinal invariance, but the same was untrue for the treatment group. MI testing is likely able to show if the same things are measured in different groups.

Faculty Mindset, Goal Orientation, and Likelihood of Seeking Feedback About Teaching

Growth mindset and learning goal orientation are related to positive outcomes and experiences for both students and instructors in the higher education context. The present study examined growth mindset and learning goal orientation toward teaching as predictors of instructors’ likelihood of seeking feedback about their teaching. Considering that all feedback may not be perceived as equally valuable, we also examined the sources from which instructors were likely to seek feedback. Full-time faculty members (n = 103) responded to measures of general mindset, teaching mindset, teaching goal orientation, and likelihood of seeking feedback about teaching from multiple sources. They reported being more likely to seek feedback from students and department colleagues than from more distant colleagues. Learning goal orientation mediated the relationship between teaching mindset and likelihood of seeking feedback from students; instructors with more of a learning goal orientation reported a more growth-oriented mindset for teaching and greater likelihood of seeking feedback from students. We conclude that instructors who are learning goal-oriented are more likely to perceive teaching as a skill to be developed and thus are more likely to seek feedback, especially from students and close colleagues. Professional development programs (and reward systems in universities) may do well to focus on encouraging learning goal orientation in order to improve instructor performance.

A Meta-Analysis on Teachers’ Growth Mindset

The concept of growth mindset—an individual’s beliefs that basic characteristics such as intelligence are malleable—has gained immense popularity in research, the media, and educational practice. Even though it is assumed that teachers need a growth mindset and that both teachers and their students benefit when teachers adopt a growth mindset, systematic syntheses of the potential advantages of a growth mindset in teachers are lacking. Therefore, in this article, we present the first meta-analysis on teachers’ growth mindset and its relationships with multiple outcomes (50 studies, 81 effect sizes; N = 19,555). Multilevel analyses showed a small effect across outcomes. Statistically significant small-to-typical positive associations between teachers’ growth mindset and their motivation in terms of self-efficacy and mastery goals were observed in subgroup analyses. No statistically significant relationships were found with teachers’ performance-approach goals, teachers’ performance-avoidance goals, teachers’ performance on achievement tests, or student achievement. Teachers’ growth mindset was related to instructional practices in terms of mastery goal structures but unrelated to performance goal structures. Moderator analyses indicated that the dimensionality of the mindset measure (recoded from a fixed mindset to a growth mindset measure vs. assessed as a growth mindset), item referent and content of the mindset measure, publication status (published vs. unpublished), world region, educational level, and study quality influenced the strengths of some of the relationships. Overall, our findings extend knowledge about teachers’ mindset and add to the evidence base on teacher characteristics and their links to relevant outcomes.

"Broken fragments or a breathtaking mosaic": A mixed methods study of self-reported attributes and aspirations of siblings of individuals with and without neurodevelopmental conditions.

Siblings of individuals with neurodevelopmental conditions (NDCs) experience distinct challenges and have unique strengths compared to siblings of individuals without NDCs. The present study examined attributes and aspirations of siblings of individuals with and without neurodevelopmental conditions, and analyzed the association between qualitative responses and quantitative measures of growth mindset, positive and negative valence, and mental health diagnoses. A novel mixed methods thematic analysis was employed to explore the experiences of 166 siblings (75 NDC and 91 controls, aged 14-26, 66.27% female) completing an online survey as part of a larger study on sibling mental health. The overarching theme described The Process of Self-Actualization and Integration, reflecting the journey siblings undergo in seeking to understand themselves and others amidst psychological challenges. It encompassed three subthemes: Personal Growth and Identity Formation; Connection and Belonginess; and Societal Perspective and Global Consciousness. Qualitative responses were analyzed within a Research Domain Criteria (RDoC) framework, and associations between phenomenology and mental health diagnoses examined. NDC siblings had higher negative valence and lower positive valence embedded in their responses, and quantitatively lower self-reported growth mindset (i.e., beliefs about the capacity for personal growth), compared to control siblings, which correlated with self-reported mental health diagnoses. Findings suggest clinical practice may focus on optimizing self-identified strengths and offer opportunities for self-actualization of hopes and ambitions, while providing support for families to attenuate bioecological factors impacting mental health.

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.

The empathy and stress mindset of healthcare workers: the chain mediating roles of self-disclosure and social support.

The hospital is a workplace full of stressful events for healthcare workers (HCWs) due to unpredictable changes in their daily routines. Perceptions of stressful events (stress mindset) have a significant impact on an individual's health and well-being. However, few studies have reported the factors and potential counter mechanisms influencing these perceptions. This study aimed to evaluate the relationship between empathy, self-disclosure, social support, and stress mindset of HCWs, and to explore the mechanism of empathy on stress mindset. Five hundred and eight HCWs (35.2% men and 64.8% women) completed the Interpersonal Reactivity Index (IRI), the Distress Disclosure Index (DDI), the Social Support Rating Scale (SSRS), the Stress Mindset Measure (SMM), and demographic questionnaires online in China. The results showed that empathy was positively linked with stress mindset and positively correlated with self-disclosure and social support. In the multiple mediating model, self-disclosure and social support mediated the association between empathy and stress mindset sequentially. The results imply that empathy, self-disclosure, and social support play a significant role in the formation of HCWs' stress mindset. These findings have substantial ramifications for reducing stress and creating successful government interventions to fortify stress mindset in healthcare.

Effects of a group-based music imagery program on promoting coping resources among undergraduate students: a pilot randomized controlled trial.

Music is well-known for its stress-reducing effects. Little is known about the potential effect of music interventions in fostering internal coping resources for stress management among undergraduate students in Hong Kong. This pilot study aimed to examine the efficacy of the Group-based Focus Music Imagery Program (GFMI) in promoting a stress-is-enhancing mindset, sense of coherence, and self-compassion among undergraduate students. We used a two-arm parallel randomized controlled trial (RCT). The experimental arm received 6 weeks of GFMI with measures taken at two time points after completing baseline assessments (Weeks 6, 10). The control arm received 6 weeks of an active control program and completed the outcome measures at time points similar to the GFMI group. Data were collected using the Chinese versions of the Sense of Coherence Scale (C-SOC-13), the Self-Compassion Scale-Short Form (C-SCS-SF), the Stress Mindset Measure (C-SMM), the Perceived Stress Scale (C-PSS-10), and the Generalized Anxiety Disorder scale (C-GAD-7). Sixty-four participants were randomly assigned to either the experimental group (n = 32) or the control group (n = 32) between July 2021 and September 2022. The experimental group exhibited a retention rate of 71.9% at T1 (23 out of 32 participants), which slightly decreased to 65.6% (21 out of 32) at T2. The control group displayed a retention rate of 75% (24 out of 32) at T1, which dropped to 43.8% (14 out of 32) at T2. The GEE analyses showed insignificant differences between groups at any time point in C-SOC-13, C-SCS-SF, and C-SMM. Instead, the control group had a higher reduction in stress scores (C-PSS-10) at T1, and anxiety (C-GAD-7) at T2 than the experimental group. The pilot trial provided valuable information in examining the feasibility of the trial design and intervention. Future studies with larger samples are needed to validate if GFMI can reliably promote coping resources to manage stress and anxiety in undergraduate students. https://www.researchregistry.com/, researchregistry8209.

A stress-is-enhancing mindset is associated with lower traumatic stress symptoms during the COVID-19 pandemic

ABSTRACT Background A stress-is-enhancing mindset is associated with lower perceived stress and better coping. However, work examining the prospective associations of stress mindset on perceived traumatic stress symptoms during a stressful real-world life event is limited. The present prospective study explored whether stress-is-enhancing mindset measured before the onset of the COVID-19 global pandemic was associated with later traumatic stress symptoms in response to the COVID-19 global pandemic. Methods University students (N = 179; 68% female; Mage = 19.31, SD = 0.79 years) completed the Stress Mindset Measure (SMM) prior to COVID-19 pandemic onset as part of a larger study. The Impact of Event Scale-Revised (IES-R) with respect to the COVID-19 pandemic was completed 1 year into the pandemic. Results SMM negatively predicted the IES-R subscales intrusion, avoidance, and hyperarousal such that a more stress-is-enhancing mindset was associated with lower intrusion, avoidance, and hyperarousal following the onset of COVID-19. Conclusions Results suggest a more positive stress mindset is associated with fewer traumatic stress symptoms following a traumatic life event. Altering stress mindset may be an avenue for future interventions to cope with stress.

Helping students to face academic failures: Evaluation of a growth mindset intervention among primary school students in China.

Students commonly struggle with academic failure. Innovative interventions aimed at improving the essential components of academic success are therefore needed. The aim of this study was to test whether teaching a growth mindset of intelligence (the belief that intelligence is malleable and can be developed) could improve students' attitudes towards failure and academic outcomes. In particular, we explored whether students' perceived parental beliefs about failure influenced the effect of a growth mindset intervention. We tested the 8-session growth mindset intervention in a sample of 1766 Chinese primary school students (age M = 10.61; SD = .99). Measures of mindset of intelligence, failure belief, positive strategies, and academic achievement were completed at baseline (T1) and 3-month follow-up (T2). In comparison to the control group, students in the intervention group reported a stronger growth mindset of intelligence at 3-month follow-up, which in turn indirectly increased their positive failure belief and inclinations of positive strategies when facing failures. Moreover, these beneficial effects of the growth mindset intervention were sustained only when students perceived relatively more supportive parental beliefs about failure. Additionally, the growth mindset intervention to some extent protected students' academic achievement from a downward trajectory at follow-up. Collectively, the findings highlight the promising effects of a growth mindset intervention on students' academic-related outcomes.

Exploring the relationship between teacher growth mindset, grit, mindfulness, and EFL teachers' well-being.

This study examines the relationship between teacher growth mindset, mindfulness, grit, and teacher well-being, with a particular emphasis on the mediating role of grit. The study involved 547 Chinese EFL teachers as participants. Data collection utilized validated measures of growth mindset, mindfulness, grit, and occupational well-being. Structural equation modeling was employed to analyze the data and investigate the proposed relationships. The findings reveal several important relationships. Firstly, both teacher growth mindset and teacher grit exhibit a direct positive influence on teacher well-being. Secondly, teacher grit acts as a mediator in the connection between teacher mindfulness and teacher occupational well-being. This suggests that the positive impact of mindfulness on well-being is, in part, explained by the presence of grit. These findings significantly contribute to our comprehension of the factors influencing teacher well-being. They underscore the importance of cultivating growth mindset, mindfulness, and grit in educational contexts. Moreover, the implications of these findings for teacher training and support programs are discussed.

Category-Specific Stress Mindsets: Beliefs about the Debilitating versus Enhancing Effects of Specific Types of Stressors among Young Adults.

Participants (n = 182) completed measures of general and category-specific stress mindsets (academic, interpersonal, identity-based, illness, societal, financial) and rated how much they thought of each category when completing the general mindset measure. Academic stress was the most salient, and identity-based discrimination was the least salient as participants completed the stress mindset measure. Academic stress was perceived as the most stress-enhancing, and illness stressors were rated as the least stress-enhancing. Cisgender women reported stronger stress-is-debilitating mindsets for interpersonal and illness/injury-related stressors as compared with cisgender men. Stress mindset ratings in research studies might be weighted toward certain types of stressors. Further, young adults' mindsets differ across different stressor categories. This nuance has implications for how we conceptualize stress mindset in interventions and research.

The impact of skipping a meal on perceived stress and mental distress

The prevalence of food insecurity is exceptionally widespread, largely affecting those who do not have access to healthy and consistent food. Skipping a meal due to a lack of money or other resources is one prominent aspect of food insecurity that many must practice to survive. The aim of the study is to assess the impact of skipping a meal on participants’ perceived stress and mental distress. It is hypothesized that skipping a meal is directly related to an increase in perceived stress and mental distress. An anonymous questionnaire was administered through social media outlets, such as GroupMe, Facebook, and Instagram, to individuals over 18. The questionnaire included demographic questions and seven validated scales, including the Brief Resilience Scale, Stress Mindset Measure, Perceived Stress Scale, Food Mood Questionnaire, Food Insecurity Experience Scale, Academic Motivation Scale, Kessler-6, and the Psychological Distress Scale. These scales measured dietary and physical activity, the prevalence of food insecurity, stress, mental distress, resilience, academic motivation, and perceived stress. Data from 1005 individuals were analyzed using Spearman’s Rho correlation in IBM SPSS Version 25.0. Our results indicate that skipping a meal has a positive correlation with symptoms of mental distress, such as lack of confidence, nervousness, lack of energy, and irritability (p&lt;0.01). This could be detrimental to students and older individuals alike, as food insecurities are a rising global issue and can negatively impact day-to-day life. Our study suggests that one aspect of food insecurity, such as skipping meals, may increase feelings of mental distress and negatively impact the quality of life. Currently applying to Binghamton University Undergraduate Research Center and Harpur Edge This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Psychometric Properties and Validation of the Korean Version of Stress Mindset Measure

The factor structure of the Stress Mindset Measure (SMM), an 8-item questionnaire, has been explored in several countries, showing inconsistent results. This study aimed to examine the psychometric properties of the SMM with a Korean sample. A total of 912 participants completed the online survey (women = 59.3%) at T1, and a random subsample selected from T1 sample ( n = 259, women = 62.9%) participated in the survey again at T2. At both time points, the results of confirmatory factor analyses supported a three-factor hierarchical model with three lower-order factors (i.e., learning and growth, performance and productivity, and health and vitality) and one higher-order general factor with correlated errors among three negatively worded items. In the model, 2 items measuring the “general” domain were deleted based on high correlations with the higher-order factor. Longitudinal factor analysis revealed that the revised factor structure and loadings were invariant over 6-month period. Theoretical validity was supported through significant correlations between the total score of the 6-item SMM and other stress-related measures. Overall, our results indicate that the Korean version of the SMM is a valid instrument and suggest using a total score of 6 items.

A Mathematical Mindset Scale using the positive norms

AbstractGrowth mindset in mathematics is an approach to teaching mathematics, believing that students' abilities can be developed with efforts, strategies, and support. With a sample of 178 middle school students, this study proposed a scale for mathematical mindset utilizing Boaler's positive norms in teaching mathematics and collected evidence for initial validation. The scale was unidimensional and reliable. Specifically, it was highly reliable for middle to low mathematical mindset levels. However, measurement precision was not as desirable in assessing high‐level mathematical mindset. The convergent and discriminant evidence was established in relation to growth mindset, math anxiety, and math engagement. Item response theory analysis showed that the response categories properly gauged different levels of mathematical mindset. In sum, the results supported the scale to be a psychometrically sound measure of mathematical mindset. Implications for future studies and proper use of the scale were further discussed.

Role of self-esteem in the association between mindset of socioeconomic status and well-being: A cross-lagged panel analysis.

People who believe that their socioeconomic status (SES) can be changed-with growth mindset or incremental implicit theory of SES-tend to have better psychological well-being. Nevertheless, it remains unclear on why growth mindset of SES benefits well-being. The present research aims to answer this question by investigating the longitudinal associations between mindset of SES and well-being (i.e. depression and anxiety) and a potential mechanism (i.e. self-esteem). We recruited 600 adults in Guangzhou, China, as participants in this study. Participants completed a list of questionnaires containing measures of mindset of SES, self-esteem, depression, and anxiety at three time points over the course of 18 months. The cross-lagged panel model showed that individuals holding a growth mindset of SES reported significantly lower depression and anxiety 1 year later, but the effect was not sustained later. More importantly, self-esteem accounted for the associations of mindset of SES with both depression and anxiety, such that individuals with growth mindset of SES had higher self-esteem, and in turn, demonstrated lower depression and anxiety over 18 months. These findings deepen the understanding of the salutary effects of implicit theories of SES on psychological well-being. Implications for future research and mindset-related interventions are discussed.

Difficulty-as-Improvement: The Courage to Keep Going in the Face of Life's Difficulties.

When a task or goal is hard to think about or do, people can infer that it is a waste of their time (difficulty-as-impossibility) or valuable to them (difficulty-as-importance). Separate from chosen tasks and goals, life can present unchosen difficulties. Building on identity-based motivation theory, people can see these as opportunities for self-betterment (difficulty-as-improvement). People use this language when they recall or communicate about difficulties (autobiographical memories, Study 1; "Common Crawl" corpus, Study 2). Our difficulty mindset measures are culture-general (Australia, Canada, China, India, Iran, New Zealand, Turkey, the United States, Studies 3-15, N = 3,532). People in Western, Educated, Industrialized, Rich, Democratic (WEIRD)-er countries slightly agree with difficulty-as-improvement. Religious, spiritual, conservative people, believers in karma and a just world, and people from less-WEIRD countries score higher. People who endorse difficulty-as-importance see themselves as conscientious, virtuous, and leading lives of purpose. So do endorsers of difficulty-as-improvement-who also see themselves as optimists (all scores lower for difficulty-as-impossibility endorsers).