Factors Influencing the Intentions to Adopt Technology of the Broiler Farmer in Livestock Region 3, Thailand

This research aimed to study the types and influence of mindsets, performance expectancy, effort expectancy, social influence and facilitating conditions on farmers' intention to adopt a technology. The research participants were 110 broiler farmers in livestock region 3. The research used a questionnaire to collect quantitative data and analyse the data using frequency, percentage, mean, standard deviation, correlation coefficient and structural equation modeling with maximum likelihood estimation to analyse path coefficienct and structural relationships. The result showed that most of the participants have a growth mindset more than a fixed mindset. Performance expectancy, effort expectancy, social influence and facilitating conditions have directly affected boiler farmers' intention to adopt the technology. Effort expectancy has a total effect on attitude toward using technology. Interestingly, facilitating conditions have shown the most considerable influence on attitude toward adopting the technology. Mindsets have an influence on effort expectancy and facilitating conditions. HIGHLIGHTS Most broiler farmers in livestock region 3 possess a growth mindset than a fixed mindset Performance expectancy, effort expectancy, social influence and facilitating conditions have direct effect on boiler farmers' intention to adopt the technology Mindsets influence farmers' perception of effort expectancy and facilitating conditions of adopting the technology

Connecting the Dots Between Mindset and Impostor Phenomenon, via Fear of Failure and Goal Orientation, in Working Adults

This study aims to investigate the relationship between mindset and impostor phenomenon, via the explanatory role of fear of failure and goal orientation in the work domain. Only one known study has previously connected mindset and impostor phenomenon in the scientific literature among females in a university setting. Data was collected from 201 working adults, with a roughly equal male-female ratio, from a range of sectors in the United Kingdom, Ireland, and United States. Participants completed an online survey comprising the Implicit Theories of Intelligence Scale, the Performance Failure Appraisal Inventory, Work Domain Goal Orientation Instrument, and the Clance Impostor Phenomenon Scale (CIPS). We tested a serial-parallel mediation model using structural equation modeling. The results suggest that people with a fixed mindset tend to experience more impostor phenomenon at work and this relationship is predominantly explained by their fear of failure. Further, when employees are also motivated by a performance avoid goal orientation, the relationship increases in strength. This indirect relationship suggests that staff training, and coaching interventions designed to increase people’s belief that they can develop their abilities results in a reduction of their fear of failure and in their motivation to want to avoid showing their inability at work. The results also suggest cultivating environments that promote a growth mindset and learning goal orientation, alongside the safety to fail, could lessen the negative effects of having a fixed mindset, reduce fear of failure, and alleviate impostor phenomenon’s negative impact on employee career development and wellbeing.

Implementing and Evaluating Growth Mindset Pedagogy – A Study of Finnish Elementary School Teachers

This article presents a study of five teachers at a Finnish elementary school who implemented and evaluated growth mindset pedagogy (GMP). The teachers received GMP training and conducted student interventions in their classrooms. We analyzed the impact of GMP on the teacher’s pedagogical thinking and practices and found significant differences between fixed-mindset and growth-mindset teachers in the ways they internalized and applied GMP principles. The most important value of GMP was seen in its impact on emotion regulation through the normalization of hardship in learning. We discuss the dangers of a superficial understanding of growth mindsets in education.

Professors Who Signal a Fixed Mindset About Ability Undermine Women’s Performance in STEM

Two studies investigate how science, technology, engineering, and math (STEM) professors’ fixed mindsets—the belief that intelligence is fixed and unchangeable—may induce stereotype threat and undermine women’s performance. In an experiment ( N = 217), we manipulated professors’ mindset beliefs (fixed vs. growth) within a course syllabus. While both men and women perceived the fixed mindset professor to endorse more gender stereotypes and anticipated feeling less belonging in the course, women reported these effects more than men. However, only for women did this threat undermine performance. In a 2-year longitudinal field study (884 students enrolled in 46 STEM courses), students who perceived their professor to endorse a fixed (vs. growth) mindset thought the professor would endorse more gender stereotypes and experienced less belonging in those courses. However, only women’s grades in those courses suffered as a result. Together, these studies demonstrate that professors’ fixed mindset beliefs may trigger stereotype threat among women in STEM courses.

What matters for adolescent suicidality: depressive symptoms or fixed mindsets? Examination of cross-sectional and longitudinal associations between fixed mindset and suicidal ideation

Background: Fixed mindsets, or beliefs about the non-malleability of self-attributes have been linked to a wide range of clinical psychological outcomes. Yet, their impact on suicidality has not been examined. Objectives: To examine the association of fixed mindset of depression, anxiety and stress and suicidal ideation (SI) and its mediating role underlying the association between depression and SI.Methods: A sample of 1393 adolescents (Mage = 13.04, SD = 0.85, 640 boys) from eleven middle schools voluntarily participated in a two-wave longitudinal study with 9-month interval. Results: Both depression and fixed mindset positively and significantly associated with concurrent and future suicidality, after controlling demographic and socio-economic status and previous SI. Participants with stronger fixed mindset presented stronger association with suicidality than those with only depressive symptoms. Also, fixed mindset of depression, anxiety and stress mediated the association between depression and suicidality in both cross-sectional and longitudinal models. Conclusion: Findings of the current study not only shed light on the role of fixed mindset on suicidality and the mechanisms linking depression and suicidality among adolescents, but also provide an empirical basis for formulating prevention and/or intervention programs aimed at reducing the development of suicidality and minimizing the negative psychological reactions to challenges during human development.

Exploring the Mindset of Veterinary Educators for Intelligence, Clinical Reasoning, Compassion, and Morality

Mindset theory describes whether an individual believes their intelligence can be honed and improved with effort or whether it is inherent and fixed. These two different perceptions are called growth and fixed mindsets, respectively. Previous research has shown that students with growth mindsets embrace challenges, strive for mastery, have better psychological well-being, and are more resilient than students with fixed mindsets. Mindset is contagious, and teachers’ mindsets can influence students’ mindsets, motivation, and feedback-seeking behaviors. This is the first study of the veterinary educator mindset. Previous research has shown that mindset can vary by subject or personal attributes, called domains. This study investigated mindset in four domains: intelligence, clinical reasoning, compassion, and morality. A survey was developed by combining two previously published mindset scales and was distributed electronically to the veterinary teaching faculty at St. George’s University, Grenada. The survey participants ( n = 38, response rate 56%) showed predominantly growth mindsets, with some variation by domain: for intelligence, 84.2% growth, 5.3% intermediate, 10.5% fixed mindset; for clinical reasoning, 92.1% growth, 5.3% intermediate, 2.6% fixed mindset; for compassion, 63.2% growth, 2.6% intermediate, 34.2% fixed; and for morality, 60.5% growth, 13.2% intermediate, and 26.3% fixed mindset. Fifteen participants (39.5%) had fixed mindsets in one or more domains. Twenty participants (52.6%) had growth mindsets in all four domains. There were no associations found between demographic variables and mindset. This study found that most of the veterinary teaching faculty at this university had growth mindsets in all domains investigated.

Is There Any Difference in the Growth Mindset between Male and Female Students during a Pandemic?

The pandemic that occurred until July 2021 still had an impact on the implementation of education in Indonesia. We examine how the growth mindset of students in the teaching and education faculties is during the pandemic. One hundred eighteen students participated in this study by filling out an online growth mindset questionnaire with the help of a Google form. Descriptive statistical tests were conducted to see the percentage of growth mindset, which included two dimensions, namely intelligence mindset and moral mindset. In addition, we tested the differences on both dimensions of growth mindset based on gender and GPA. The results showed that the percentage of intelligence mindset and moral mindset was at points 3 and 4 based on a Likert scale of 1 to 6. This was in the moderate category. There is no difference in the intelligence and Moral mindset based on gender and GPA. This result proves that both men and women have the same tendency of growth mindset position. Keywords: growth mindset, fixed mindset, gander, education school.