The Effects of Stress Mindset Interventions on University Students\u27 Health and Functioning

In modern society, the overwhelming cultural narrative proclaims that stress is detrimental to health and should be limited and avoided at all costs. However, recent research has demonstrated that it is one’s stress mindset, rather than their stress level, that determines the psychological and physiological outcomes. Mindsets are lenses that simplify and order the world, and have been proven to influence daily behavioral and physiological responses to create cascading effects. Recent research has demonstrated that one’s mindset about stress is the demining factor in health, performance, and productivity in response to stressful conditions, and that these mindsets can be manipulated via intervention training programs. Given the increasingly high stress levels of university students and the common mindset that stress is debilitating to health and performance, university students are excellent candidates for mindset interventions. The present study examines the feasibility and impact of a mindset intervention for university students and tracks their academic and psychological functioning over the course of the year. Additionally, this study examines the effect of mindset interventions on students’ willingness to grow from stressful experiences. Results indicates that stress mindset intervention training has a significant effect on students’ mindsets about their stress, and that these effects last over time. However, results fail to indicate that a stress mindset intervention significantly impacts students’ willingness to grow from potentially stressful experiences

Growth Mindset and the Gospel Community

Since publication in 2006, noted Stanford psychologist Carol Dweck’s research on mindset has influenced P-12 curriculum and instruction, helping pre-school, elementary and secondary educators create learning environments that help children and adolescents achieve more rigorous learning outcomes. This essay poses the question of whether it should create an equal impact on higher education, and, more specifically, on Christian teacher preparation programs. The article first reviews the differences between fixed and growth mindsets, misconceptions of the two, and how the two models affect learning at all levels. The essay then gives five scripturally grounded reasons for encouraging a growth mindset in Christian higher education as well as reasons why fixed mindset often prevails. Finally, the author offers three strategies for modeling growth mindset in teacher preparation programs, using examples from Christ’s own teaching that reflect characteristics of growth mindset teaching as well as specific classroom examples from one Christian teacher preparation program

What’s Your Mindset?

Dr. Oliver investigates mindsets and how they impact students\u27 school behaviors

HUBUNGAN ANTARA GROWTH MINDSET DENGAN GRIT PADA REMAJA GENERASI Z

Gen Z is analogous as strawberry generation because they assumed to be creative, skilled, and critical, but are vulnerable to destruction or lack resilience when facing competition or obstacles. This can be assumed if Gen Z lacks toughness or what is also known as grit. Grit is the perseverance, tenacity, perseverance, and fortitude that a person has in maintaining their interest or doing something even though they face challenges in everyday life. With grit, a person tends to be able to persevere and remain focused on goals even when facing difficult difficulties or obstacles. One of the factors thought to be related to grit is a growth mindset. This research aims to find out whether there is a positive relationship between a growth mindset and grit in the Generation Z group of teenagers. The research method used is a correlational quantitative method. The sampling technique used accidental sampling with a total of 299 subjects whose criteria were a junior high school student and high school student. The research instruments used were the “Alat Ukur Mindset” and the Grit-S Scale. Data analysis used pearson correlation analysis. The results of this study show that there is a positive correlation between growth mindset and grit in generation Z teenagers (r = 0.278). This shows that the higher the growth mindset, the higher the grit in generation Z teenagers, and the contribution of growth mindset to grit is 7.9%

The age of emergence: toward a new organizational mindset

This paper discusses how new competitive landscapes invite organizational scholars and practitioners to adopt a new organizational mindset. The proposed new mindset does not negate the importance of the traditional functions of management, but invites a reexamination of how they are expected to function. The paper is organized as follows: (1) the traditional mindset is briefly presented; (2) the precipitating conditions for the new mindset are highlighted (e.g. hypercompetition, global standards, world class competitors) and the age of emergence concept introduced (3), standard approaches for dealing with the new economic order will be advanced (e.g. trust-based organizations, designs for innovation, network forms); (4) the new emergence mindset is presented as a dialectical alternative, linking the past and the future. The new emergence mindset is derived from a larger research project on how organizations can adapt to the age of emergence. The research involves theoretical research, case studies and field research (observation, interviewing). It is shown that some old concepts have been prematurely condemned in recent research. We argue in this paper that emergence age organizations need to synthesize old and new concepts in a dialectical manner, instead of getting rid of old concepts (control, planning, etc.). We believe that this view will provide a refreshing and realistic approach for the understanding of contemporary organizations in the millenium.

Exploring Mindset's Applicability to Students' Experiences with Challenge in Transformed College Physics Courses

The mindset literature is a longstanding area of psychological research focused on beliefs about intelligence, response to challenge, and goals for learning (Dweck, 2000). However, the mindset literature's applicability to the context of college physics has not been widely studied. In this paper we narrow our focus toward students' descriptions of their responses to challenge in college physics. We ask the research questions, "can we see responses to challenge in college physics that resemble that of the mindset literature?" and "how do students express evidence of challenge and to what extent is such evidence reflective of challenges found in the mindset literature?" To answer these questions, we developed a novel coding scheme for interview dialogue around college physics challenge and students' responses to it. In this paper we present the development process of our coding scheme. We find that it is possible to see student descriptions of challenge that resemble the mindset literature's characterizations. However, college physics challenges are frequently different than those studied in the mindset literature. We show that, in the landscape of college physics challenges, mindset beliefs cannot always be considered to be the dominant factor in how students respond to challenge. Broadly, our coding scheme helps the field move beyond broad Likert-scale survey measures of students' mindset beliefs

What we talk about when we talk about "global mindset": managerial cognition in multinational corporations

Recent developments in the global economy and in multinational corporations have placed significant emphasis on the cognitive orientations of managers, giving rise to a number of concepts such as “global mindset” that are presumed to be associated with the effective management of multinational corporations (MNCs). This paper reviews the literature on global mindset and clarifies some of the conceptual confusion surrounding the construct. We identify common themes across writers, suggesting that the majority of studies fall into one of three research perspectives: cultural, strategic, and multidimensional. We also identify two constructs from the social sciences that underlie the perspectives found in the literature: cosmopolitanism and cognitive complexity and use these two constructs to develop an integrative theoretical framework of global mindset. We then provide a critical assessment of the field of global mindset and suggest directions for future theoretical and empirical research

Rules or consequences? The role of ethical mindsets in moral dynamics

Recent research on the dynamics of moral behavior has documented two contrasting phenomena - moral consistency and moral balancing. Moral balancing refers to the phenomenon whereby behaving (un)ethically decreases the likelihood of doing so again at a later time. Moral consistency describes the opposite pattern - engaging in (un)ethical behavior increases the likelihood of doing so later on. Three studies support the hypothesis that individuals' ethical mindset (i.e., outcome-based versus rule-based) moderates the impact of an initial (un)ethical act on the likelihood of behaving ethically in a subsequent occasion. More specifically, an outcome-based mindset facilitates moral balancing and a rule-based mindset facilitates moral consistency.moral balancing, moral consistency, ethical mindsets, ethical behavior