scholarly journals From Implicit Theories to Creative Achievements: The Mediating Role of Creativity Motivation in the Relationship between Stereotypes, Growth Mindset, and Creative Achievement

2020 ◽  
Author(s):  
Pin Li ◽  
Zhitian Skylor Zhang ◽  
Yanna Zhang ◽  
Jia Zhang ◽  
Miguelina Nunez ◽  
...  
Keyword(s):  
Implicit Theories ◽  
Growth Mindset ◽  
Mediating Role ◽  
Creative Achievement ◽  
The Relationship

A Cross-Cultural Study of the Mediating Role of Implicit Theories of Innovativeness in the Relationship Between Values and Attitudes Toward Innovation

2018 ◽  
Vol 49 (2) ◽  
pp. 336-352 ◽  
Author(s):  
Lusine K. Grigoryan ◽  
Nadezhda Lebedeva ◽  
Seger M. Breugelmans
Keyword(s):  
Cultural Study ◽  
Implicit Theories ◽  
Cross Cultural ◽  
North Caucasus ◽  
Mediating Role ◽  
Cross Cultural Study ◽  
Schwartz Value Survey ◽  
Two Samples ◽  
The Relationship

This article presents a cross-cultural study on the mediating role of implicit theories of innovativeness in the relationship between basic values and specific attitudes toward innovation. Modernized samples (399 Russians from Moscow and Novokuznetsk) and more traditional samples (194 Chechens and Ingushs from North Caucasus and 200 Tuvins from the Tuva Republic) within the Russian Federation completed the Schwartz Value Survey (SVS), measures of attitudes toward innovation, and an Adjective Check List adapted for measuring implicit theories of innovativeness in the current samples. Main findings include (a) a split in individual and social aspects of implicit theories of innovativeness, (b) different mediation of the effects of Openness to Change and Conservation values, and (c) differences in mediation models between the two samples. Implications of these findings for cross-cultural studies on innovativeness are discussed.

scholarly journals Association of School Engagement, Well-being, Resilience, and Growth Mindset Among Adolescents in High School

2021 ◽  
Vol 36 (4) ◽  
pp. 631-644
Author(s):  
Nazia Iqbal ◽  
Bushra Hassan ◽  
Sundas Jadoon ◽  
Neelam Ehsen
Keyword(s):  
School Environment ◽  
School Engagement ◽  
Well Being ◽  
Growth Mindset ◽  
Male Students ◽  
Positive Role ◽  
Adolescent Students ◽  
Mediating Role ◽  
The Relationship

The present study was designed to examine the relationship between school engagement and well-being through a sequential mediating role of growth mindset and resilience among adolescents. A sample of 350 adolescent students (male = 150) (females = 200) age ranged between 13-17 years participated from three main schools in Islamabad and Rawalpindi. Results indicated that present study variables including growth mindset, resilience, school engagement, and well-being were found to have positive associations with each other. Moreover, the sequential mediation path analysis showed that resilience and growth mindset acted as significant mediators between school engagement and well-being among adolescents. Furthermore, gender differences were also calculated indicating that female students showed greater school engagement, higher levels of growth mindset, and psychological well-being in comparison to male students. Findings of the present study emphasized understanding the key positive role school environment could have in enhancing resilience and growth mindset among students resulting in their greater well-being.

scholarly journals Growth Mindset and College Students’ Learning Engagement During the COVID-19 Pandemic: A Serial Mediation Model

2021 ◽  
Vol 12 ◽  
Author(s):  
Hui Zhao ◽  
Jianping Xiong ◽  
Zhen Zhang ◽  
Chunhui Qi
Keyword(s):  
College Students ◽  
Perceived Stress ◽  
Growth Mindset ◽  
Mediation Model ◽  
Learning Engagement ◽  
Negatively Associated ◽  
Mediating Role ◽  
The Relationship ◽  
Positive Effect

Against the scourge of the COVID-19 pandemic, college students’ learning engagement has become a key issue in universities and society. Guided by the theories of existential positive psychology and social perception, we explored the positive effect of a growth mindset on learning engagement during the COVID-19 pandemic. A total of 1,040 college students from universities in Henan Province of China effectively completed online questionnaires. The results showed that growth mindset was positively related to learning engagement and negatively associated with perceived COVID-19 event strength and perceived stress; perceived COVID-19 event strength was positively related to perceived stress, while perceived COVID-19 event strength and perceived stress were negatively associated with learning engagement. Growth mindset affected learning engagement through three indirect paths: the mediating role of perceived COVID-19 event strength, the mediating role of perceived stress, and the serial mediating role of both perceived COVID-19 event strength and perceived stress. The results indicated that the growth mindset could contribute to college students’ learning engagement through the roles of perceived COVID-19 event strength and perceived stress during the COVID-19 pandemic. This study advances the understanding of the mechanism underlying the relationship between growth mindset and college students’ learning engagement during the COVID-19 pandemic. Furthermore, the findings of the study have important implications for promoting college students’ learning engagement during the pandemic.

scholarly journals PERAN KEGIGIHAN DALAM HUBUNGAN GROWTH MINDSET DAN SCHOOL WELL-BEING SISWA SEKOLAH MENENGAH

2019 ◽  
Vol 4 (2) ◽  
pp. 133
Author(s):  
Fatin Rohmah Wahidah ◽  
Lucia R M Royanto
Keyword(s):  
High School Students ◽  
Well Being ◽  
Growth Mindset ◽  
School Students ◽  
Public And Private ◽  
Mediating Role ◽  
Central Java ◽  
The Relationship ◽  
Senior High School Students

This study investigates the relationship between school well-being, growth mindset, and grit. The subjects involved in this study are students from grade 12 in high public and private schools in Purbalingga, Central Java (n=418). The research method used is quantitative method with data collection through three questionnaires, i.e., School Well-Being Scale (32 items, α=0.853); Mindset Scale (20 items, α=0.804); and Grit Scale for Children and Adult (12 items, α=0.774). Results indicated a positive affact growth mindset on school well-being, a positive affact growth mindset on grit, and confirmed the mediating role of grit. It was concluded that the effect of growth mindset on school well-being of senior high school students in Purbalingga was mediated by grit. Growth mindset in students predicts higher school well-being through the enhancement of grit. Thus, giving intervention of growth mindset and grit can be carried out by school to improve students’s school well-being.Keywords: grit, growth mindset, high schools, school well-being Tujuan dari penelitian ini adalah untuk mengetahui hubungan school well-being, growth mindset, dan kegigihan. Partisipan yang terlibat adalah siswa kelas 12 sekolah menangah atas dari sekolah negeri dan sekolah swasta di daerah Purbalingga, Jawa Tengah (n=418). Metode penelitian yang digunakan adalah metode kuantitatif dengan pengumpulan data melalui tiga kuesioner, yaitu skala School Well-Being (32 aitem, α=0.853); skala Mindset (20 aitem, α=0.804); and Grit Scale for Children and Adult (12 aitem, α=0.774). Hasil penelitian menunjukkan adanya pengaruh positif growth mindset terhadap school well-being, pengaruh positif growth mindset terhadap kegigihan, dan kegigihan terkonfirmasi sebagai mediator. Dapat disimpulkan, pengaruh growth mindset terhadap school well-being pada siswa sekolah menengah di Purbalingga dimediasi oleh kegigihan. Growth mindset pada siswa memprediksi school well-being, melalui pengembangan kegigihan. Oleh karena itu, pemberian intervensi dengan menyasar growth mindset dan kegigihan disarankan dapat dilakukan sekolah untuk meningkatkan school well-being siswa.Kata kunci: growth mindset, kegigihan, school well-being, sekolah menengah atas 

Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

2017 ◽  
Vol 16 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Peizhen Sun ◽  
Jennifer J. Chen ◽  
Hongyan Jiang
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Future Research ◽  
Satisfaction Scale ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Regulation Of Emotion ◽  
The Relationship ◽  
Overall Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

The mediating role of dissociation and shame in the relationship between emotional trauma and maladaptive daydreaming.

2020 ◽  
Author(s):  
Erika Ferrante ◽  
Alessia Marino ◽  
Fanny Guglielmucci ◽  
Adriano Schimmenti
Keyword(s):  
Emotional Trauma ◽  
Mediating Role ◽  
The Relationship ◽  
Maladaptive Daydreaming

The Mediating Role of Hope in the Relationship Between Product Attributes and Judgment

2010 ◽  
Author(s):  
Inbal Segal ◽  
Hila Riemer
Keyword(s):  
Product Attributes ◽  
Mediating Role ◽  
The Relationship
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