Personal Mindsets Research Articles

Reflection and self-efficacy for clinical skills.

Clinical skills are fundamental to medical school curriculums and typically introduced within the preclinical years. In their experiential learning, students' self-efficacy, or the belief in their ability to succeed, is an important factor in influencing clinical skill mastery. Reflection is thought to affect self-efficacy; however, its exact impacts remain largely unexplored within published literature. This mixed methods study investigated whether preclinical students' engagement with reflection affected self-efficacy for clinical skills. Two hundred seventy-three of the 289 preclinical medical students who were invited to participate responded to this 2022 study. We used validated questionnaires to measure engagement with reflection and perceived self-efficacy for clinical skills, conducting hierarchical multiple linear regression for analysis. Thirteen students participated in semi-structured interviews and focus groups, which were analysed via thematic analysis. While statistical analysis showed no significant effects of engaging with reflection on clinical skill self-efficacy, thematic analysis suggested that students perceived the opposite. The themes through which reflection affected self-efficacy were by 'evaluation of performances' against expected outcomes, 'familiarisation and understanding of skills', by 'transforming personal mindsets' and allowing students to 'connect to their emotions'. This study suggests that engaging with reflection can positively or negatively affect self-efficacy for clinical skills, depending on students' attitudes towards reflective practice. Solely engaging with reflection is insufficient to alter self-efficacy beliefs and should be considered alongside personal factors including the individual's mindset and perceived need for reflection. The medical educator's role in facilitating reflection is important, enabling students to reap the benefits of this practice.

Cross-Cultural Adaptation of Darmasiswa International Students in Central Java Indonesia

The research probed the cross-cultural adaptation of international students who participated in the Darmasiswa program in Indonesia. They have various cultural backgrounds; they lived in Java and interacted with Javanese cultures. The Darmasiswa students’ varied experiences brought particular attention to their competence to adapt to a host country. This study aims to discover how Darmasiswa students overcome the assimilation process, embrace the psychological elements of intercultural communication, and how they handle the adaptation process. It also seeks to discover the efforts to make this program successful and recognise how the participants deal with the challenges of adapting to the local culture. This study used a descriptive qualitative method and employed an in-depth interview to approach the research participants. The participants came from Myanmar, Japan, Singapore, India, Hungaria, Timor Leste, and Thailand. They joined the Darmasiswa program in 2019 to study and learn bahasa Indonesia, the arts, and the cultures. They studied at four universities in Semarang for one year in Central Java Province, Indonesia. Findings showed that the Darmasiswa students’ adaptation and interaction processes were varied. The culture shock experienced by the students were influenced by their family value from their home countries. Internal and external factors played an essential role in influencing the success of the Darmasiswa students’ adaptation. The factors include; communication system, symbolic interaction, social life, personal mindset, the host society's motivation, and the Darmasiswa students’ involvement with the host country’s cultural activities. Those factors affected the students' adaptation levels and learning achievement in the program.

Effects of matching personal and organizational mindsets on belonging and organizational interest.

Growth mindsets are beliefs that abilities, like intelligence, are mutable. Although most prior work has focused on people's personal mindset beliefs, a burgeoning literature has identified that organizations also vary in the extent to which they communicate and endorse growth mindsets. Organizational growth mindsets have powerful effects on belonging and interest in joining organizations, suggesting that they may be a productive way to intervene to improve individual and societal outcomes. Yet, little is known about for whom organizational mindset interventions might be more or less effective, a critical question for effective implementation and theory. We examine whether people's personal mindset beliefs might determine the effect of organizational growth mindsets, and if so, whether this moderation reflects a matching or mismatching pattern. Three experiments manipulated the espoused mindset of an organization and found that organizational growth mindsets primarily increased belonging and interest in joining among participants who personally endorsed matching growth mindset beliefs. An additional field study provided ecological validity to these findings, replicating them with students' experiences of belonging in classrooms. This study also revealed a divergent mismatching pattern on grades: rather than bolstering the grades of students with growth mindsets, growth mindset classroom contexts primarily enhanced the grades of students with more fixed mindsets. By clarifying for whom organizational growth mindsets are beneficial and in what manner, the current work provides theoretical and practical insight into the psychological dynamics of organizational growth mindsets. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Structural Relationship between Nail Artists’ Growth Mindset, Burnout, and Job Performance

Purpose: This study aimed to determine ways for improving the service quality of beauty service providers by understanding the structural relationship between the growth mindset, burnout, and job performance of nail artists.Methods: The sample groups comprised 194 adult men and women working as nail shop operators or nail artists in Seoul and Gyeonggi provinces, and data were collected via an online web-based survey over 15 days from January 1 to 15, 2023. Path analysis was conducted using SPSS 28.0 and AMOS 28.0 according to the structural equation model for the collected data.Results: First, in the growth mindset of nail artists, the intelligent mindset was found to have a significantly negative (−) effect on burnout and a significantly positive (+) effect on job performance. Second, the personality mindset had no significant effect on either burnout or job performance. Finally, burnout had a significantly negative (−) effect on the job performance of nail artists.Conclusion: Educational institutions must provide support to improve the intelligent mindset of nail artists. Further follow-up studies are necessary to enhance the quality of service from the perspective of service providers.

Reaching out: help-seeking among professional male ice hockey athletes

ABSTRACT The purpose of this study was to explore male ice hockey athletes’ experiences with barriers and facilitators to asking for help while competing in professional leagues (e.g. National Hockey League). Using a critical interpretivist approach, we conducted semi-structured interviews with 19 athletes (aged 24–41 years), who either held a professional contract or recently retired from professional ice hockey within five years of the interview. The data were thematically analysed whereby four overarching themes and 19 subthemes were identified to reflect the various barriers to, and facilitators of, athlete help- seeking. The themes included (1) cultural norms: old versus new school (2) culturally informed identities, (3) personal agency, and (4) provision of resources. The first theme reflects how tensions between old and new school cultural norms promote and/or restrict help-seeking. The second theme encompasses how participants described their sense of self, as linked to help-seeking within the context of professional ice hockey. The third theme details how participants perceived their help-seeking literacy, autonomy, maturity, and personal mindset to facilitate or restrict help-seeking. The final theme corresponded to how the quality of the resources and relationships with support personnel facilitated or created barriers to help-seeking. The results indicate that the culture of professional ice hockey is highly influential in terms of how athletes understand and frame help-seeking behaviours and, in turn, how they engage in help-seeking behaviours. The findings further highlight potential means through which key social agents (e.g. coaches, psychologists, general managers) can reduce barriers and facilitate athlete help-seeking.

Growth mindset in young people awaiting treatment in a paediatric mental health service: A mixed methods pilot of a digital single-session intervention.

Wait times are significant in child mental health services but may offer opportunity to promote growth mindsets in young people with physical and mental health needs. A digital growth mindset single-session intervention is effective in young people, but its use in paediatric settings has not been examined. This mixed methods pilot aimed to assess the intervention's feasibility, acceptability, and impact in this population. Patients aged 8-18 on waiting lists in a paediatric hospital's specialist mental health service were offered the intervention remotely. Treatment completion and retention rates, symptoms of depression and anxiety, perceived control, and personality mindset were assessed at baseline, post-treatment, and follow-ups. Semi-structured interviews to explore the intervention's acceptability were conducted post-treatment. Twenty-five patients completed the intervention and 17 patients and three carers/parents were interviewed. Outcomes showed small to large improvements across time-points. Most patients reported finding the intervention enjoyable, accessible, and instilled a hope for change. They valued elements of the intervention but made suggestions for improvement. The digital growth mindset single-session intervention is feasible, acceptable, and potentially beneficial for young people with physical and mental health needs on waiting lists. Further research is warranted to examine its effectiveness and mechanism of change.

Examining the impact of mindsets on donation intentions to homelessness charities via parallel serial mediation

This research investigates the impact of peoples’ chronic personality mindsets on charitable giving behaviors (donation intentions) and the process by which it occurs. We expand upon the literature by examining the relationship between mindsets and charitable giving for a social cause (homelessness), the controllability of which may be ambiguous to potential donors. In addition, we show how mindsets influence donation intentions via multiple mediation pathways, which consist of a combination of cognitive and affective mediators. Across two studies that surveyed 791 individuals age 24 + living in the U.S.A. via online questionnaires, we find that a more fixed (vs. growth) personality mindset is significantly associated with lower donation intentions to homelessness charities. A parallel serial mediation model reveals this relationship is mediated by perceived controllability and perceived donation efficacy on one pathway, and attribution and both positive (sympathy) and negative (blame) affect on the other pathways. The results have practical implications for nonprofits and raise awareness of the need to understand the mindsets of potential donors as they devise marketing strategies, programs, and messages. The findings also suggest that nonprofits should consider donors’ perceived controllability of the cause, perceived donation efficacy, and emotions felt towards those in need.

Towards fostering growth mindset classrooms: identifying teaching behaviors that signal instructors’ fixed and growth mindsets beliefs to students

Students who perceive their instructors to endorse growth (vs. fixed) mindset beliefs report better classroom experiences (e.g., greater belonging, fewer evaluative concerns) and, in turn, engage in more behaviors that promote academic success (e.g., class attendance and engagement). Although many instructors personally endorse growth (vs. fixed) mindset beliefs, their students often perceive their beliefs quite differently. And, to date, little is known about how students come to perceive their instructors as growth-minded or as fixed-minded. To address this, the present research employs a social cognitive classification paradigm to identify teaching behaviors that students perceive as communicating instructors’ mindset beliefs. College students (NStudents = 186) categorized specific teaching behaviors (NBehaviors = 119) as signaling either fixed or growth mindset beliefs. Even after controlling for students’ personal mindset beliefs and the warmth of the teaching behavior, we found that when instructors suggest everyone can learn, offer opportunities for feedback, respond to struggling students with additional support and attention, and place value on learning it signals to students that their instructor endorses more growth mindset beliefs. Conversely, when instructors suggest that some students are incapable, fail to provide opportunities for feedback, respond to students’ struggle with frustration and/or resignation, and place value on performance and brilliance it signals to students that their instructor endorses fixed mindset beliefs.

Elaborative learning practices are associated with perceived faculty growth mindset in undergraduate science classrooms

Although recent research has found that undergraduate students' perceptions of faculty growth mindsets are important predictors of their motivation, engagement, and performance, only a few studies have investigated the specific practices and behaviors that are associated with students' perceptions of faculty growth mindsets. In a sample of 3910 undergraduate science students, we found that students' reports of engagement in cognitively active, elaborative learning practices in their science classrooms, such as hands-on activities, interactive group discussions, and doing meaningful projects, were positively associated with their perceptions of science faculty growth mindset beliefs. Importantly, this association held even controlling for students' satisfaction with instruction in their science classes, their college GPA, and their year in college. Further, these associations were strongest for students who personally endorsed growth mindsets themselves, suggesting that students' personal mindsets shape how they perceive faculty teaching practices.

Identity of Kaliningraders: influence of Social Beliefs on the Choice of Self-Identification

—Research into the identity of residents of Kaliningrad Oblast is characterized by a combination of close attention to the ideologically significant factors of its formation and its deficit in personal belief and mindset issues. At best, researchers talk about stereotypes of public opinion and enduring mythologems. The authors seek to fill this gap by offering a look at identity as a reflective project supported by narratives and controlled by social practice. The purpose of the article is to show shifts in the understanding of the surrounding reality that took place in Kaliningrad society at the beginning of the 21st century and to the nature of their influence on the self-identification of Kaliningrad residents. The authors relied on a series of interviews conducted in the summer of 2020. The results of content analysis of text materials were compared with findings by other researchers and sociological survey data. The analysis showed that Kaliningrad society is characterized by opposing cultural phenomena: “Delays,” i.e., comprehension of ongoing changes in categories relevant to the previous era, and “getting ahead,” the use of narratives and practices characteristic of postmodernity. The authors suggest that the level of pluralism achieved by Kaliningrad society, based on a combination of modern and traditional values, provides the identity of the oblast’s residents with the necessary stability. However, the contradiction between identity retention policy within traditional statist ideas and the reflexivity of modern society, in which an individual is not bound by traditions and ascriptive relations, can upset the existing equilibrium.

Time to Transition: Barriers and Opportunities to Farmer Adoption of Soil GHG Mitigation Practices in Dutch Agriculture

As the second largest exporter of agricultural products worldwide, the Netherlands is a production hub, a leading example of high yields per hectare. However, this productivity includes intensive farming practices, placing a risk on the climate through the emission of greenhouse gases N2O and CO2 from soil. To meet global efforts, the Netherlands must reduce its climatic impact, including soil emissions, but the transition to alternative farming practices can be challenging. This research identifies the barriers and opportunities for arable farmers to adopt practices which mitigate emissions from agricultural soils, and consists of a literature review, informant interviews, and semi-structured interviews with farmers, policy-makers, and boundary organizations. Main findings are (1) a lack of awareness by farmers of their soil greenhouse gas production, and (2) six barriers and five opportunities for farmer adoption with placement of these findings into different steps of adoption. Critical barriers include economic challenges, personal mindset, on-farm complications, and the need to reconcile different stakeholders' rates of adoption. Opportunities lie with farmers becoming interested and able to quantify soil health, positive framing in the media, and policies or economic mechanisms to assist farmers. If the Netherlands can transition its farming system, the opportunities for the global food system could be significant.

An enhanced psychological mindset intervention to promote adolescent wellbeing within educational settings: A feasibility randomized controlled trial.

This randomized controlled trial feasibility study aimed to investigate a single-session mindset intervention, incorporating third-wave constructs, within educational settings as a universal tool to promote emotional wellbeing. Eighty adolescents (age M = 16.63) were randomized to the 30-mincomputer intervention or a usual curriculum waitlist. Outcome measures were administered at baseline, posttreatment, 4-week, and 8-week follow-ups. Student feedback about the intervention and trial procedure was mainly positive. Participantsengaged with the intervention content and data were suggestive of possible small-large intervention effects for targeted mechanisms of personality mindset and psychological flexibility. Between-group differences over time across wellbeing outcomes of self-compassion, self-esteem, low mood, and anxiety also yielded some promising results, though assessments of reliable change were less clear. No harm was reported. The intervention and study design were deemed feasible, though areas for improvement were noted. A full-scale trial to determine effectiveness is warranted.

WORK ENGAGEMENT AS A MEDIATOR AUTHENTIC PERSONAL BRANDING AND GROWTH MINDSET ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR

Each organization not only requires qualified human resources but also individuals who want to do things outside of their formal duties to support the organization in achieving success. This study aims to examine and analyze work engagement as a mediator of authentic personal branding and growth mindset on organizational citizenship behavior at Perpustakaan Nasional Republik Indonesia. This study uses a quantitative approach with a structural equation model using Lisrel 8.72. Using non-probability (purposive sampling) in which employee criteria as government employee and librarian, therefore the sample is numbered, 238 respondents. The findings showed that there is a positive and significant effect: 1) work engagement on organizational citizenship behavior, 2) authentic personal branding on work engagement, 3) growth mindset on work engagement, 4) authentic personal branding on organizational citizenship behavior with work engagement as a mediator, and 5) growth mindset on organizational citizenship behavior with work engagement as mediator.

THE EFFECT OF MINDSET PERSONAL ON BEHAVIOR OF INTERNET ENTREPRENEURSHIP STUDENTS OF UNIVERSITAS PUTRA INDONESIA YPTK PADANG

The importance of understanding mindsets to direct behavior in internet-based entrepreneurship is the effort in bringing entrepreneurial learning processes close to changes in entrepreneurial behavior. This study aims to determine the grouping of students’ mind sets in two growth and fixed categories, knowing the description of mind set content and internet entrepreneurial behavior in students, knowing the differences in internet entrepreneurial behavior based on student mindsets, knowing the correlation between mind set and internet entrepreneurial behavior, then know the contribution of mindset to internet entrepreneurial behavior. This research method with a quantitative approach, using a likert scale questionnaire instrument, the sample is students registered at UPI YPTK Padang in 2018/2019 academic year totaling 148 people, sampling from the population is done by purposive sampling technique, data analysis with percentage techniques in describing data, independent test sample t test for different tests, pearson correlation product moment analysis for testing the relationship of variables and the square of r for testing the contribution. The results of the analysis state that 45% of students with a fixed mind set and 55% with a growth mind set, students with a growth mind set have better internet entrepreneurial behavior with an average of 86.82%. Hypothesis testing states that there are differences in student internet entrepreneurial behavior based on personal mindsets, there is a fairly strong correlation between mind set with internet entrepreneurial behavior, with a contribution of 20.4%. It is proven that students with growth mindsets have higher behavior in internet entrepreneurial activities, therefore to increase the ability and interest of students in entrepreneurship must start from the approach to the correct mindset about entrepreneurship.

Changes in Higher Education and Well-being of Academic Employees: Storylines from Higher Education Academic Employees in Ghana

Over the past two decades, the higher education sector in Ghana has undergone many reforms ranging from deregulation and financial sustainability to massive investments in infrastructure. These reforms are aimed at addressing diversity in schools, promoting inclusive learning and increasing access to quality tertiary education. The reforms required changes in job skills, job conversions, modes of teaching and learning, self-consciousness and staff re-locations with probable consequent effect on the well-being of employees. However, these reforms failed to adequately account for employee well-being issues. Hence personal changes and support schemes to help employees keep pace with the changes have received little attention. We investigated these phenomena in public universities to understand the well-being shifts during the reforms from the storylines of higher education academic employees.
 The study adopted a qualitative research design using laddering interview technique grounded in the personal change theory to solicit stories from 19 academic employees who have lived across the reforms. Interpretative Phenomenology Approach (IPA) of data analyses was used to analyse the experiences of academic employees. The study provides personal stories reflected in real-life experiences and hinged on the eudemonic theory within a developing country context.
 The study discovered that leadership, personal mindset shifts and political interference constitute a Change-Effect Model that shapes the well-being of academic employees during the period of organisational reforms. The findings provide a new dimension to organisational reforms and employee well-being and consider from a critical viewpoint how a change-effect model can be applied in change management process to support employee well-being in locally appropriate and effective ways.

Culture, Self, and Medical Decision Making in Australia and China: A Structural Model Analysis.

Objective. To explore and compare the influences of individual-level cultural values and personal attitudinal values on the desire for medical information and self-involvement in decision making in Australia and China. Methods. A total of 288 and 291 middle-aged adults from Australia and China, respectively, completed an online survey examining cultural and personal values, and their desired level of self-influence on medical decision making. Structural equation modeling was used to test 15 hypotheses relating to the effects of cultural and personal antecedents on the individual desire for influence over medical decision making. Results. Similar factors in both Australia and China (total variance explained: Australia 29%; China 35%) predicted desire for medical information, with interdependence (unstandardized path coefficient βAustralia = 0.102, P = 0.014; βChina = 0.215, P = 0.001), independence (βAustralia = 0.244, P < 0.001; βChina = 0.123, P = 0.037), and health locus of control (βAustralia = −0.140, P = 0.018; βChina = −0.138, P = 0.007) being significant and positive predictors. A desire for involvement in decisions was only predicted by power distance, which had an opposite effect of being negative for Australia and positive for China (total variance explained: Australia 11%; China 5%; βAustralia = 0.294, P < 0.001; China: βChina = −0.190, P = 0.043). National culture moderated the effect of independence on desire for medical information, which was stronger in Australia than China (Z score = 1.687, P < 0.05). Conclusions. Study results demonstrate that in both countries, desire for medical information can be influenced by individual-level cultural and personal values, suggesting potential benefits of tailoring health communication to personal mindsets to foster informed decision making. The desired level of self-involvement in decision making was relatively independent of other cultural and personal values in both countries, suggesting caution against cultural stereotypes. Study findings also suggest that involvement preferences in decision making should be considered separately from information needs at the clinical encounter.

BENEFITS OF EXPERIENTIAL BASED LEARNING: A CASE OF STUDENTS PARTICIPATION IN THE PROJECT “VILLAGES ON MOVE BALTIC”

From solid, hands on experience with the challenges of intercultural differences to a significantly chan­ged personal mindset and a new perception of their individual education programmes, a student survey provides new evidence of the advantages of expe­riential learning. Experiential learning encompas­ses a variety of out-of-classroom-activities including project based learning, internships, service learning, participation in the research and other student crea­tive work experiences. Kolb’s experiential learning theory (KELT) is comprised of concrete experience, reflective observation, abstract conceptualization, and active experimentation. The aim - to reveal benefits of experiential learning based on student participation in the project “Villages on Move Baltic” (VOMB) tour. Material and methods. Experiential learning and experience reflection hold a significant role as an educational methodology, and it is a shared value to prepare students for the challenges in a changing world by developing professionals who can think critically and reflectively. As mandatory assignment during the tour, the student collective formulated se­ven questions, and an analysis of the students’ indi­vidual replies to and reflections on these questions forms the basis of this article. Qualitative research – more specifically a content analysis – was used in this study, that was conduc­ted based upon the replies from participating stu­dents from Finland, Latvia, Lithuania and Denmark (N=17). Except for three from high school level, students re­presented BA-programmes within health care, phy­siotherapy, social work, community pedagogy, and innovation &amp;amp;amp;amp; entrepreneurship. Results. Students expressed their positive attitude on the participation in the Baltic Tour. Students‘ ref­lections highlighted various scenarios of future life and career. The learning potential of the Baltic Tour can be described in three areas. Students, regardless of nationality, expressed a) cohesion of the theory and practice; b) knowledge application in a professional perspective; c) intercultural and international expe­rience. Student reflections revealed that participation in the Baltic Tour influenced personal growth, social competencies development and improvement of co­gnitive skills. Student reflections on the Baltic Tour itself included appointing more attention to informal communication during the tour and more information and involvement before. In addition, more activities in cross-nation groups and the use of creative team building tools were recommended. Students’ view to criteria for the quality of VOMB-ideas mentioned “Large number of participants“, “Attractive types of physical activities”, “Involving people from all so­cial groups“ and “Ecological approach and security during events“. Conclusions. Students’ survey based on the project “Villages on Move Baltic” tour highlighted the bene­fits of participation to personal abilities, key compe­tencies and professional skills improvement.

Clinical and psychological regulators of Machiavellianism in normal subjects and in patients with schizophrenia spectrum disorders

Background. Machiavellianism is viewed as a manipulative personal mindset, consistently connected to failure of self-awareness and destruction of close interpersonal relationships, which finds indirect proof in the studies of Machiavellianism and other traits of the Dark Triad in healthy population. Additionally, the role of Machiavellianism in the regulation of various forms of social behaviour characterized by various degrees of regulation, complexity, emotional closeness is not yet studied well enough. Machiavellianism and other forms of manipulative behaviour are expected to be viewed as adaptive strategies in regulating interpersonal relationships in situations of uncertainty, will be expressed differently in the relatively normal and clinical populations depending on emotional engagement, tolerance to uncertainty and values.

What does safety commitment mean to leaders? A multi-method investigation

Introduction: Perceived management safety commitment as an aspect of safety climate or culture is a key influence on safety outcomes in organizations. What is unclear is how perceptions of management commitment are created by leaders. Method: To address this gap in the literature, we position safety commitment as a leadership construct viewed from the perspectives of the leaders who experience and demonstrate it. In this paper, an established multidimensional commitment framework is applied to leaders' safety commitment (consisting of affective, normative, and calculative commitment). Via an exploratory sequential mixed methods design combining interviews (n = 40) and surveys (n = 89), we investigate the applicability of this theoretical conceptualization to safety commitment. Results: The results indicate the multiple dimensions captured leaders' safety commitment well, safety commitment can be demonstrated via a range of behaviors, and the dimensions' association with behavioral demonstrations aligned with those of other types of commitment reported in the literature. Only affective safety commitment was consistently associated with demonstrations of safety commitment. The link between high levels of affective and normative safety commitment and demonstrations was more pronounced when participants perceived their company's safety climate more positively. Conclusions: Adopting a focus on leaders' experience of safety commitment offers opportunities for new research into the way in which safety commitment perceptions are shaped by leaders. Practical application: The findings can support leaders' reflection about their personal mindset around safety and support them in fostering strong safety climates and cultures. It further encourages organizations in creating work environments that in particular foster affective and normative safety commitments in leaders.

Preschooler’s Cognitive Development in Correlation with Their Parents’ Implicit Theories of Intelligence and Personality

This paper is devoted to cognitive development of preschoolers in correlation with implicit theories of their parents. There are four positive mindsets of intelligence and learning motivation: (1) growth intelligence mindset, (2) growth personality mindset, (3) acceptance of learning goals, (4) positive learning self-esteem. We hypothesized that cognitive and intellectual parameters and self-esteem of preschoolers correlatewith parents’ growth mindsets. The study involved 120 subjects-40 preschoolers in age of 6 ± 0.5 years old (20 boys and 20 girls) and their 80 fathers and mothers. The parents ’ sample consisted of subjects aged from 27 to 54 years average age was 37.9 ± 6.7 years old). To investigate the cognitive differences of preschoolers we used: (1) two subtests of WISC (for examining attention and short-term memory); (2) Method of Verbal Thinking of Kern-Yirasek; (3) Method of Express Diagnostics of Intellectual Abilities (MEDIA) I. S. Averina, E. I. Shabanova and E. N. Zadorina. To explore parents’ mindsets Questionnaire of Implicit Theories of Intelligence and Personality (by C. Dweck, in the adaptation of T.V. Kornilova et al, 2008) was used. It was determined that the indicators of cognitive development and intelligence of girls are more related to parental attitudes than boys. In this case, the closest relationship is observed in the dyad ”father – daughter”. Indicators of attention, short-term memory, understanding of quantitative and qualitative relations, logical thinking are associated with mindsets of growth intelligence and adoption of their fathers’ high learning value. Girls ’mathematical abilities are positively related to fathers’ and negative mothers ’ growth mindsets.&#x0D; Keywords: parents’ influence, growth intelligence mindset, growth personality mindset, learning goals, learning self-esteem, cognitive and intellectual development.