scholarly journals How Firm Are the Foundations of Mindset Theory? The Claims Appear Stronger Than the Evidence

2020 ◽  
Author(s):  
Alexander P. Burgoyne ◽  
Zach Hambrick ◽  
Brooke N Macnamara
Keyword(s):  
Achievement Motivation ◽  
Set Theory ◽  
Strong Evidence ◽  
Self Efficacy ◽  
Growth Mindset ◽  
Need For Achievement ◽  
The Core ◽  
Meaning Systems ◽  
Mind Set ◽  
Mindset Theory

Mindset refers to people’s beliefs about whether attributes are malleable (growth mindset) or unchangeable (fixedmindset). Proponents of mindset theory have made bold claims about mindset’s importance. For example, one’smindset is described as having profound effects on one’s motivation and achievements, creating different psychological worlds for people, and forming the core of people’s meaning systems. We examined the evidentiary strength of six key premises of mindset theory in 438 participants; we reasoned that strongly worded claims should be supported by equally strong evidence. However, no support was found for most premises. All associations (rs) were significantly weaker than .20. Other achievement-motivation constructs, such as self-efficacy and need for achievement, have been found to correlate much more strongly with presumed associates of mindset. The strongest association with mindset (r = –.12) was opposite from the predicted direction. The results suggest that the foundations of mind-set theory are not firm and that bold claims about mind-set appear to be overstated.

scholarly journals How Firm Are the Foundations of Mind-Set Theory? The Claims Appear Stronger Than the Evidence

2020 ◽  
Vol 31 (3) ◽  
pp. 258-267 ◽  
Author(s):  
Alexander P. Burgoyne ◽  
David Z. Hambrick ◽  
Brooke N. Macnamara
Keyword(s):  
Achievement Motivation ◽  
Set Theory ◽  
Strong Evidence ◽  
Self Efficacy ◽  
Need For Achievement ◽  
The Core ◽  
Meaning Systems ◽  
Mind Set

Mind-set refers to people’s beliefs about whether attributes are malleable ( growth mind-set) or unchangeable (  fixed mind-set). Proponents of mind-set theory have made bold claims about mind-set’s importance. For example, one’s mind-set is described as having profound effects on one’s motivation and achievements, creating different psychological worlds for people, and forming the core of people’s meaning systems. We examined the evidentiary strength of six key premises of mind-set theory in 438 participants; we reasoned that strongly worded claims should be supported by equally strong evidence. However, no support was found for most premises. All associations ( rs) were significantly weaker than .20. Other achievement-motivation constructs, such as self-efficacy and need for achievement, have been found to correlate much more strongly with presumed associates of mind-set. The strongest association with mind-set ( r = −.12) was opposite from the predicted direction. The results suggest that the foundations of mind-set theory are not firm and that bold claims about mind-set appear to be overstated.

scholarly journals Mindset Theory and School Psychology

2021 ◽  
pp. 082957352110539
Author(s):  
Aamena Kapasi ◽  
Jacqueline Pei
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
School Psychologists ◽  
Achievement Motivation ◽  
School Environment ◽  
Growth Mindset ◽  
Learning Differences ◽  
Level Of Effort ◽  
Theoretical Overview ◽  
Mindset Theory

Mindset theory is an achievement motivation theory that centers on the concept of the malleability of abilities. According to mindset theory, students tend to have either a growth mindset or a fixed mindset about their intelligence; students with a growth mindset tend to believe that intelligence is malleable, whereas students with fixed mindsets tend to believe that intelligence is unchangeable. As described in many empirical and theoretical papers, the mindset a student holds can influence important psychological and behavioral factors, including reaction to failure, persistence and level of effort, and expectations of success, which ultimately impact academic achievement. Importantly, mindsets can be changed, and interventions have been developed to promote a more growth mindset. A growth mindset allows students to view challenges as an opportunity for improvement, is linked to enjoyment of learning, and increases motivation in school. School psychologists are often working with students with learning differences and/or mental health concerns who are particularly at-risk for poor academic achievement, and researchers have demonstrated the important impact a growth mindset can have for these vulnerable students. School psychologists are well-positioned to incorporate mindset theory into the school environment in order to best support the students they serve. In this paper we provide a theoretical overview of mindset theory and mindset interventions, and specifically review the literature on mindset theory for individuals with learning disabilities and mental health challenges. We discuss how school psychologists can incorporate mindset theory into their practice to support the shift from a fixed to a growth mindset for all students.

scholarly journals Influential Pathways of Employees’ Career Growth: Linkage of Psychological and Organizational Factors Based on Qualitative Comparative Analysis

2022 ◽  
Vol 12 ◽  
Author(s):  
Bailin Ge ◽  
Zhiqiang Ma ◽  
Mingxing Li ◽  
Zeyu Li ◽  
Ling Yang ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Professional Identity ◽  
Achievement Motivation ◽  
Set Theory ◽  
Self Efficacy ◽  
Qualitative Comparative Analysis ◽  
Organizational Factors ◽  
Service Value ◽  
Career Growth ◽  
High Level

Implementing the “hierarchical diagnosis and treatment” system highlights the important role of general practitioners as “residents’ health gatekeepers.” Still, the low level of career growth always limits the realization of their service value. Inertial thinking uses a single factor to explain the complexity of career growth in previous studies; in fact, it isn’t easy to assess whether the factor is a sufficient and necessary condition for a high level of career growth. Herein, we have used a set theory perspective to analyze the mechanism of influencing high-level career growth by combining psychological and organizational factors. This research aims to analyze causal complexity relationship between these conditions and results is analyzed in detail. We choose fuzzy-set qualitative comparative analysis (fsQCA) with a sample of 407 GPs to test 5 antecedent conditional variables that can affect their career growth. The variables include professional identity, self-efficacy, achievement motivation, training mechanism, and incentive mechanism. To ensure the universality and diversity of data, the samples were selected from community medical institutions in different regions of China. The results show that three pathways can affect the high career growth of GPs, and the optimal pathway A2 is the linkage matching of high incentive mechanism, high professional identity, high achievement motivation, and high self-efficacy. At the same time, we find that professional identity plays an alternative role in the three pathways. When professional identity is at a high level, as long as achievement motivation and self-efficacy are superior, or achievement motivation, self-efficacy, and achievement motivation are superior, a high level of career growth can be achieved. We broke the shackles of previous studies that only focused on the impact of single factors on the career growth of GPs. From the perspective of set theory, we use configurational thinking to construct Influential pathways of high career growth of GPs by integrating antecedents. The results can provide effective support for improving GPs’ service ability and realizing their service value to protect residents’ health.

Faktor-Faktor yang Berhubungan dengan Kinerja Penyuluh Pertanian di Kabupaten Ciamis Jawa Barat

2020 ◽  
Vol 4 (4) ◽  
pp. 545
Author(s):  
Nur Puti Kurniawati ◽  
Dwi Sadono ◽  
Endang Sri Wahyuni
Keyword(s):  
Achievement Motivation ◽  
Census Data ◽  
Work Motivation ◽  
Agricultural Extension ◽  
Field Extension ◽  
Need For Achievement ◽  
Extension Agent ◽  
Spearman Correlation Test ◽  
And Performance ◽  
The Relationship

Agricultural extension agent was the main spearhead in carrying out counseling. A good agricultural extension agent can be reflected in their performance. The purpose of this study were: (1) describe the characteristics of agricultural extension agent, (2) describe the level of competence, level of work motivation, and describe level of performance of agricultural extension agent, (3) analyze the relationship between characteristics of agricultural extention agent and the level of performance of agricultural extension agent, (4) analyze the relationship between the level of competency of agricultural extension agent and the level of performance of agricultural extension agent, (5) analyze the relationship between the level of motivation of agricultural extension agent and the level of performance of agricultural extension agent. Responden in this study were 48 field extension agent who are civil servant in Ciamis Regency West Java and selected by census. Data were analyzed using Rank Spearman correlation test. The results showed that agricultural extension agent in Ciamis Regency were dominated by extension agent who were old, undergraduate educated, had little training, and had a long working period. Agricultural extension agent in Ciamis Regency generally have sufficient competency which tends to be high and generally dominated by the need for achievement motivation. The results also show that there is a relationship between managerial competence and performance, social competence with performance, technical competence with performance, level of competency with performance, and the need for achievement with performance.Keywords: Agricultural Extension Agent,Competence, Motivation, Performance.

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