scholarly journals Feedback Valence Agency Moderates the Effect of Pre-service Teachers’ Growth Mindset on the Relation Between Revising and Performance

2019 ◽  
Vol 10 ◽  
Author(s):  
Maria Cutumisu
Keyword(s):  
Growth Mindset ◽  
And Performance ◽  
Feedback Valence

Creating a growth mindset

2017 ◽  
Vol 16 (4) ◽  
pp. 155-160
Author(s):  
Ian Johnston
Keyword(s):  
Case Studies ◽  
Design Methodology ◽  
Growth Mindset ◽  
Cultural Space ◽  
Content Type ◽  
Fixed Mindset ◽  
And Performance

Purpose This paper aims to show that everything a business does is fundamentally reliant on its culture. Culture determines how successful a strategy is and whether that strategy can be executed. If the culture in a business is out of alignment, it is imperative to change it. This paper examines how HR professionals can take ownership of this cultural space and help to create a growth mindset throughout the organisation. Design/methodology/approach The paper is based on experience gained through working with several large organisations to transform their people culture and performance by embracing a growth mindset and to help their HR leadership become the early champions of change, thus ensuring the process was successfully delivered. The paper includes case studies of two organisations where successful cultural shaping delivered improved results. Findings Companies with a growth mindset will outperform those with a fixed mindset. Changing mindsets is not overly complex, but it requires flawless implementation with the HR leaders at the forefront. Originality/value As Lou Gerstner, who turned around the computing giant IBM, said “I finally realised that culture is not part of the game, it is the game”. By understanding how individual mindsets impact culture, HR professionals can own and drive their organisation’s culture-shaping efforts.

scholarly journals The Context Matters: Outcome Probability and Expectation Mismatch Modulate the Feedback Negativity When Self-Evaluation of Response Correctness Is Possible

2015 ◽  
Vol 2015 ◽  
pp. 1-11 ◽  
Author(s):  
Anja Leue ◽  
Carmen Cano Rodilla ◽  
André Beauducel
Keyword(s):  
The Self ◽  
Self Evaluation ◽  
Feedback Negativity ◽  
And Performance ◽  
Outcome Probability ◽  
Feedback Valence

Individuals typically evaluate whether their performance and the obtained feedback match. Previous research has shown that feedback negativity (FN) depends on outcome probability and feedback valence. It is, however, less clear to what extent previous effects of outcome probability on FN depend on self-evaluations of response correctness. Therefore, we investigated the effects of outcome probability on FN amplitude in a simple go/no-go task that allowed for the self-evaluation of response correctness. We also investigated effects of performance incompatibility and feedback valence. In a sample ofN=22participants, outcome probability was manipulated by means of precues, feedback valence by means of monetary feedback, and performance incompatibility by means of feedback that induced a match versus mismatch with individuals’ performance. We found that the 100% outcome probability condition induced a more negative FN following no-loss than the 50% outcome probability condition. The FN following loss was more negative in the 50% compared to the 100% outcome probability condition. Performance-incompatible loss resulted in a more negative FN than performance-compatible loss. Our results indicate that the self-evaluation of the correctness of responses should be taken into account when the effects of outcome probability and expectation mismatch on FN are investigated.

scholarly journals False growth mindsets negatively impact student beliefs and performance

2020 ◽  
Author(s):  
Nick Buttrick
Keyword(s):  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Growth Mindset ◽  
Public High School ◽  
Student Beliefs ◽  
High School Math ◽  
Teacher Mindset ◽  
Nationally Representative ◽  
And Performance ◽  
Student Grades

What does it mean to hold a “growth mindset?” Is it enough to simply think that anyonecan grow their abilities as long as they try, or is there more to it? Are using appropriate strategies and being willing to ask for help important, or irrelevant? And what does it matter if you’re wrong? Using a large nationally-representative sample of 9th graders in public high-school math classes and their teachers, we find, in a preregistered analysis, that a so-called “false growth mindset” - believing that anyone can succeed with hard work alone - is surprisingly common among teachers, and has real-world impacts on their students. In a multi-level non-parametric latent profile analysis, we find that 38% of teachers surveyed can be classified as having a false- growth mindset (characterized by an unreserved belief that everyone has the ability to succeed, but with a tendency towards praising success and imposing strategies on students instead of working with them to figure out what strategies would work best for them), and that students in these classrooms are more likely than students in the classrooms of teachers with a true growth mindset (~39% of teachers surveyed, characterized by a belief that most students can improve their abilities paired with strategy-supportive practices) to view their teachers as having fixed ability beliefs, are more likely to hold entity theories about their own abilities, and that students’ beliefs about their own ability significantly mediates a relationship between teacher mindset and lower end-of-year student grades.

scholarly journals What Does it Take to Flow? Investigating Links Between Grit, Growth Mindset, and Flow in Musicians

2021 ◽  
Vol 4 ◽  
pp. 205920432198952
Author(s):  
Jasmine Tan ◽  
Kelly Yap ◽  
Joydeep Bhattacharya
Keyword(s):  
Online Survey ◽  
Musical Training ◽  
Music Performance ◽  
Performance Anxiety ◽  
Growth Mindset ◽  
Hierarchical Regression ◽  
Music Performance Anxiety ◽  
Dispositional Flow ◽  
And Performance ◽  
Experience Of Flow

While it may seem effortless for great musicians to deliver beautiful works of art, little is known about the hard work behind these performances. Musicians require grit to sustain effort over many years of training but flow can sweeten this experience. Growth mindset, referring to the belief that ability is malleable, is often related to grit and has been theorized to be conducive to flow. Self-identified musicians, between 18 and 57 years of age ( N = 162), participated in an online survey investigating the potential links between grit, growth mindset, and dispositional flow. Correlational analyses revealed that grit was a significant predictor of flow but no correlations between growth mindset and grit or flow were found. Furthermore, a hierarchical regression analysis taking into account participants’ musical training, personality traits, and performance anxiety found that grit did not predict dispositional flow over and above what can be predicted by practice hours and music performance anxiety. Altogether, these findings offer a closer look at the effects of the non-cognitive factors of growth mindset and grit on the experience of flow in music performance.

scholarly journals Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems

2020 ◽  
Author(s):  
Junlin Yu ◽  
Ros McLellan
Keyword(s):  
Achievement Goals ◽  
Growth Mindset ◽  
Performance Goals ◽  
Performance Goal ◽  
Mastery Goals ◽  
Fixed Mindset ◽  
Achievement Data ◽  
Latent Profile Analyses ◽  
Meaning Systems ◽  
And Performance

Growth and fixed mindsets have been linked to distinct effort beliefs, goals, and behaviours, creating a seemingly dichotomous pattern of motivation. Yet, students holding the same mindset are unlikely a homogenous group and may further differ in their motivational patterns. The current study employed a person-centred approach to investigate how mindsets and associated constructs naturally cohered and functioned together to influence student achievement. Data were collected from 535 English students (aged 14-16 years) on mindsets, effort beliefs, achievement goals, perseverance, and self-handicapping, along with their English and maths performance at the end of secondary school. Latent profile analyses revealed four distinct profiles. Across the profiles, students’ mindset co-varied with effort beliefs, mastery goals, perseverance, and self-handicapping, but the relationship between mindsets and performance goals was less straightforward. Two profiles supported the classic growth mindset–mastery goal (Growth-Focused) and fixed mindset–performance goal pairings (Ability-Focused). The other two profiles, however, displayed alternative combinations of mindsets and goals that had not been acknowledged in the past. Specifically, some growth mindset students embraced performance goals alongside mastery goals (Growth-Competitive), and some fixed mindset students did not endorse performance goals (Disengaged). The two growth-oriented profiles consistently performed well, and Growth-Competitive students even outperformed Growth-Focused students in maths. Compared to girls, boys were more often found in Ability-Focused and Disengaged profiles. Overall, the results indicate a nuanced set of relations between mindsets and achievement goals, highlighting the dynamic integration of motivational beliefs and goals within individuals.

scholarly journals Teachers’ Growth Mindsets and the Differential Treatment of High- and Low-Ability Students

2020 ◽  
Author(s):  
Alexander S. Browman ◽  
David B. Miele ◽  
Laura M. O’Dwyer ◽  
Sidney C. May
Keyword(s):  
Growth Mindset ◽  
Differential Treatment ◽  
Future Research ◽  
Teacher Growth ◽  
Ability Level ◽  
High Ability Student ◽  
Teachers Beliefs ◽  
And Performance ◽  
Ability Student ◽  
Low Ability

We examined the relation between teachers’ beliefs about the nature of intelligence (their growth mindsets) and their treatment of high versus low ability students. Teachers with weaker growth mindsets reported being more likely to use restrictive instructional practices (controlling and performance-oriented) overall than teachers with stronger growth mindsets, and teachers were more likely to use restrictive practices when working with a low-ability student than when working with a high-ability student. By contrast, the hypothesized student ability level ́ teacher growth mindset ́ instructional practice type. A number of important potential limitations and their implications for future research on these relations are discussed.

Transmission Scanning Electron Microscopy and Energy Analysis with the Siemens ELMISKOP 101

1972 ◽  
Vol 30 ◽  
pp. 450-451
Author(s):  
H. M. Thieringer
Keyword(s):  
Objective Lens ◽  
Transmission Microscopy ◽  
Image Recording ◽  
Mode Of Operation ◽  
Scanning Transmission ◽  
Electron Microscopes ◽  
And Performance ◽  
Convergent Beam ◽  
Ray Path ◽  
Beam Diffraction

It has repeatedly been show that with conventional electron microscopes very fine electron probes can be produced, therefore allowing various micro-techniques such as micro recording, X-ray microanalysis and convergent beam diffraction. In this paper the function and performance of an SIEMENS ELMISKOP 101 used as a scanning transmission microscope (STEM) is described. This mode of operation has some advantages over the conventional transmission microscopy (CTEM) especially for the observation of thick specimen, in spite of somewhat longer image recording times.Fig.1 shows schematically the ray path and the additional electronics of an ELMISKOP 101 working as a STEM. With a point-cathode, and using condensor I and the objective lens as a demagnifying system, an electron probe with a half-width ob about 25 Å and a typical current of 5.10-11 amp at 100 kV can be obtained in the back focal plane of the objective lens.

Angular Resolved Electron Spectroscopy with Parallel Recording

1990 ◽  
Vol 48 (2) ◽  
pp. 370-371
Author(s):  
Huang Min ◽  
P.S. Flora ◽  
C.J. Harland ◽  
J.A. Venables
Keyword(s):  
Electron Spectroscopy ◽  
Low Voltage ◽  
Solid Angle ◽  
Detection System ◽  
Voltage Electron ◽  
Cylindrical Mirror ◽  
Inner Radius ◽  
Channel Plate ◽  
And Performance ◽  
Type Detector

A cylindrical mirror analyser (CMA) has been built with a parallel recording detection system. It is being used for angular resolved electron spectroscopy (ARES) within a SEM. The CMA has been optimised for imaging applications; the inner cylinder contains a magnetically focused and scanned, 30kV, SEM electron-optical column. The CMA has a large inner radius (50.8mm) and a large collection solid angle (Ω > 1sterad). An energy resolution (ΔE/E) of 1-2% has been achieved. The design and performance of the combination SEM/CMA instrument has been described previously and the CMA and detector system has been used for low voltage electron spectroscopy. Here we discuss the use of the CMA for ARES and present some preliminary results.The CMA has been designed for an axis-to-ring focus and uses an annular type detector. This detector consists of a channel-plate/YAG/mirror assembly which is optically coupled to either a photomultiplier for spectroscopy or a TV camera for parallel detection.

Novel epoxy/anhydride alternatives for biological electron microscopy: Physical and performance characteristis of embed 812 and LX 112 in combination with NSA/NMA/DMAE

1989 ◽  
Vol 47 ◽  
pp. 1000-1001
Author(s):  
Joe A. Mascorro ◽  
Gerald S. Kirby
Keyword(s):  
Electron Microscopy ◽  
Flow Rate ◽  
Succinic Anhydride ◽  
Volume Flow Rate ◽  
Mass Density ◽  
Uranyl Acetate ◽  
Volume Flow ◽  
Base Resin ◽  
And Performance ◽  
Acid Anhydrides

Embedding media based upon an epoxy resin of choice and the acid anhydrides dodecenyl succinic anhydride (DDSA), nadic methyl anhydride (NMA), and catalyzed by the tertiary amine 2,4,6-Tri(dimethylaminomethyl) phenol (DMP-30) are widely used in biological electron microscopy. These media possess a viscosity character that can impair tissue infiltration, particularly if original Epon 812 is utilized as the base resin. Other resins that are considerably less viscous than Epon 812 now are available as replacements. Likewise, nonenyl succinic anhydride (NSA) and dimethylaminoethanol (DMAE) are more fluid than their counterparts DDSA and DMP- 30 commonly used in earlier formulations. This work utilizes novel epoxy and anhydride combinations in order to produce embedding media with desirable flow rate and viscosity parameters that, in turn, would allow the medium to optimally infiltrate tissues. Specifically, embeding media based on EmBed 812 or LX 112 with NSA (in place of DDSA) and DMAE (replacing DMP-30), with NMA remaining constant, are formulated and offered as alternatives for routine biological work.Individual epoxy resins (Table I) or complete embedding media (Tables II-III) were tested for flow rate and viscosity. The novel media were further examined for their ability to infilftrate tissues, polymerize, sectioning and staining character, as well as strength and stability to the electron beam and column vacuum. For physical comparisons, a volume (9 ml) of either resin or media was aspirated into a capillary viscocimeter oriented vertically. The material was then allowed to flow out freely under the influence of gravity and the flow time necessary for the volume to exit was recored (Col B,C; Tables). In addition, the volume flow rate (ml flowing/second; Col D, Tables) was measured. Viscosity (n) could then be determined by using the Hagen-Poiseville relation for laminar flow, n = c.p/Q, where c = a geometric constant from an instrument calibration with water, p = mass density, and Q = volume flow rate. Mass weight and density of the materials were determined as well (Col F,G; Tables). Infiltration schedules utilized were short (1/2 hr 1:1, 3 hrs full resin), intermediate (1/2 hr 1:1, 6 hrs full resin) , or long (1/2 hr 1:1, 6 hrs full resin) in total time. Polymerization schedules ranging from 15 hrs (overnight) through 24, 36, or 48 hrs were tested. Sections demonstrating gold interference colors were collected on unsupported 200- 300 mesh grids and stained sequentially with uranyl acetate and lead citrate.

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