Abstract: Objective To succinctly summarise five contemporary theories about motivation to learn, articulate key intersections and distinctions among these theories, and identify important considerations for future research. Results Motivation has been defined as the process whereby goal-directed activities are initiated and sustained. In expectancy-value theory, motivation is a function of the expectation of success and perceived value. Attribution theory focuses on the causal attributions learners create to explain the results of an activity, and classifies these in terms of their locus, stability and controllability. Social- cognitive theory emphasises self-efficacy as the primary driver of motivated action, and also identifies cues that influence future self-efficacy and support self-regulated learning. Goal orientation theory suggests that learners tend to engage in tasks with concerns about mastering the content (mastery goal, arising from a ‘growth’ mindset regarding intelligence and learning) or about doing better than others or avoiding failure (performance goals, arising from a ‘fixed’ mindset). Finally, self-determination theory proposes that optimal performance results from actions motivated by intrinsic interests or by extrinsic values that have become integrated and internalised. Satisfying basic psychosocial needs of autonomy, competence and relatedness promotes such motivation. Looking across all five theories, we note recurrent themes of competence, value, attributions, and interactions between individuals and the learning context. Conclusions To avoid conceptual confusion, and perhaps more importantly to maximise the theory-building potential of their work, researchers must be careful (and precise) in how they define, operationalise and measure different motivational constructs. We suggest that motivation research continue to build theory and extend it to health professions domains, identify key outcomes and outcome measures, and test practical educational applications of the principles thus derived.

Abstract: Two largely separate bodies of empirical research have shown that academic achievement is influenced by structural factors, such as socioeconomic background, and psychological factors, such as students’ beliefs about their abilities. In this research, we use a nationwide sample of high school students from Chile to investigate how these factors interact on a systemic level. Confirming prior research, we find that family income is a strong predictor of achievement. Extending prior research, we find that a growth mindset (the belief that intelligence is not fixed and can be developed) is a comparably strong predictor of achievement and that it exhibits a positive relationship with achievement across all of the socioeconomic strata in the country. Furthermore, we find that students from lower-income families were less likely to hold a growth mindset than their wealthier peers, but those who did hold a growth mindset were appreciably buffered against the deleterious effects of poverty on achievement: students in the lowest 10th percentile of family income who exhibited a growth mindset showed academic performance as high as that of fixed mindset students from the 80th income percentile. These results suggest that students’ mindsets may temper or exacerbate the effects of economic disadvantage on a systemic level.

Abstract: There are many promising psychological interventions on the horizon, but there is no clear methodology for preparing them to be scaled up. Drawing on design thinking, the present research formalizes a methodology for redesigning and tailoring initial interventions. We test the methodology using the case of fixed versus growth mindsets during the transition to high school. Qualitative inquiry and rapid, iterative, randomized "A/B" experiments were conducted with ~3,000 participants to inform intervention revisions for this population. Next, two experimental evaluations showed that the revised growth mindset intervention was an improvement over previous versions in terms of short-term proxy outcomes (Study 1, N=7,501), and it improved 9th grade core-course GPA and reduced D/F GPAs for lower achieving students when delivered via the Internet under routine conditions with ~95% of students at 10 schools (Study 2, N=3,676). Although the intervention could still be improved even further, the current research provides a model for how to improve and scale interventions that begin to address pressing educational problems. It also provides insight into how to teach a growth mindset more effectively.

Abstract: In Mathematical Mindsets Jo Boaler aims to communicate the importance of the adoption of growth mindsets for mathematical achievement. The growth mindset approach, a phrase coined by Carol Dweck in...

Abstract: Growing suspension rates predict major negative life outcomes, including adult incarceration and unemployment. Experiment 1 tested whether teachers (n = 39) could be encouraged to adopt an empathic rather than punitive mindset about discipline-to value students' perspectives and sustain positive relationships while encouraging better behavior. Experiment 2 tested whether an empathic response to misbehavior would sustain students' (n = 302) respect for teachers and motivation to behave well in class. These hypotheses were confirmed. Finally, a randomized field experiment tested a brief, online intervention to encourage teachers to adopt an empathic mindset about discipline. Evaluated at five middle schools in three districts (Nteachers = 31; Nstudents = 1,682), this intervention halved year-long student suspension rates from 9.6% to 4.8%. It also bolstered respect the most at-risk students, previously suspended students, perceived from teachers. Teachers' mindsets about discipline directly affect the quality of teacher-student relationships and student suspensions and, moreover, can be changed through scalable intervention.

Abstract: The objective of positive education is not only to improve students’ well-being but also their academic performance. As an important concept in positive education, growth mindset refers to core assumptions about the malleability of a person’s intellectual abilities. The present study investigates the relation of growth mindsets to psychological well-being and school engagement. The study also explores the mediating function of resilience in this relation. We recruited a total of 1260 (658 males and 602 females) Chinese students from five diversified primary and middle schools. Results from the structural equation model (SEM) show that the development of high levels of growth mindsets in students predicts higher psychological well-being and school engagement through the enhancement of resilience. The current study contributes to our understanding towards the potential mechanisms of how positive education (e.g. altering the mindset of students) can impact psychological well-being and school engagement.

Abstract: Business students from a public university in Croatia participated in an international study on entrepreneurial self-efficacy, identity, and education. The results of this preliminary empirical research indicate that the main predictors of the entrepreneurial intentions in Croatia are strength of entrepreneurial identity aspiration and entrepreneurial self-efficacy. These two main constructs mediate the number of personal, situational, or contextual factors, including education. Empirical analysis supports the majority of Social Cognitive Career Theory hypothesized interaction between control variables and main constructs such as self-efficacy, positive outcome expectations, and entrepreneurial identity. These findings thus fill the gap in the empirical evidence of the theoretical framework validity derived from different contexts.

Abstract: Design Thinking is a development that has recently attracted significant attention in the management discourse. The Institute of Information Management at the University of St.Gallen, the academic home of all three authors, has been conducting Design Thinking teaching and research for 10 years. In this study, Design Thinking is defined as: mindset, process, and toolbox. As a mindset, Design Thinking is characterized by several key principles: a combination of divergent and convergent thinking, a strong orientation to both obvious and hidden needs of customers and users, and prototyping. As a process, Design Thinking is seen as a combination of a micro- and a macro-process. The micro-process—as innovation process per se—consists of these steps: “Define the Problem”, “Needfinding and Synthesis”, “Ideate”, “Prototype” and “Test”. The macro-process consists of milestones manifested in prototypes that must fulfill defined requirements. As a toolbox, Design Thinking refers to the application of numerous methods and techniques from various disciplines: design, but also engineering, informatics, and psychology. Today, a growing number of companies, consulting firms, and universities use Design Thinking, continuously enlarging and re-defining its meaning. At University of St.Gallen, Design Thinking is taught as a problem-based course, together with research partner companies, with more than 40 projects successfully completed over the past 10 years. Research in Design Thinking at the University of St.Gallen focuses on aspects of modeling the Design Thinking processes and corporate entrepreneurship. In the near future, Design Thinking is expected to be deployed as an innovative method in corporations and also become an integral part of management education, particularly innovation. In addition, it will be developed further at the interface of design, design management and engineering sciences.

Abstract: Purpose – The purpose of this paper is to contribute to the discussion about the complexity and heterogeneity of entrepreneurship education. In order to achieve this objective, this paper combines educational psychology with perspectives from entrepreneurship education research to make explicit educators tacit assumptions in order to understand how these assumptions guide teaching. Design/methodology/approach – Using ethnographic analysis, the paper reports data from the continuous development and implementation of a single course over a period of ten years bringing in the educator’s and the students perspectives on their achievements and course content. Findings – The authors find that it is sometimes advantageous to invoke and combine different learning theories and approaches in order to promote entrepreneurial awareness and mindset. It is also necessary to move away from entrepreneurship education as being teacher led to being more student-centred and focused on experiential and existential lifelong l...

Abstract: Entrepreneurship education has generated considerable interest in recent decades, largely attributable to the evidence of the positive impact of small and medium-sized enterprises on economic growth, job creation, innovation and wealth generation. Since the first entrepreneurship course was held in 1947 at Harvard University, countless courses and programmes have been developed and implemented throughout the world. Nevertheless, there is still much discussion about the scope, objectives and methodologies that are most appropriate for the promotion of an entrepreneurial mindset. This article addresses the suitability of ‘design thinking’ as a teaching approach in entrepreneurship education by using case study research methodology. During the academic year 2012/13, a new one-semester curricular unit was offered to 66 undergraduate students across five courses, using a teaching methodology adapted from the design thinking process. Students’ assessments of the unit were elicited through a questionnaire at the...

Abstract: There has been increasing interest in the work practices of user experience (UX) designers, particularly in relation to approaches that support adoption of human-centered principles in corporate environments. This paper addresses the ways in which UX designers conceive of methods that support their practice, and the methods they consider necessary as a baseline competency for beginning user experience designers. Interviews were conducted with practitioners in a range of companies, with differing levels of expertise and educational backgrounds represented. Interviewees were asked about their use of design methods in practice, and the methods they considered to be core of their practice; in addition, they were asked what set of methods would be vital for beginning designers joining their company. Based on these interviews, I evaluate practitioner conceptions of design methods, proposing an appropriation-oriented mindset that drives the use of tool knowledge, supporting designers' practice in a variety of corporate contexts. Opportunities are considered for future research in the study of UX practice and training of students in human-computer interaction programs.

Abstract: Laboratory experiments have shown that parents who believe their child's abilities are fixed engage with their child in unconstructive, performance-oriented ways. We show that children of parents with such "fixed mindsets" have lower reading skills, even after controlling for the child's previous abilities and the parents' socioeconomic status. In a large-scale randomized field trial (Nclassrooms = 72; Nchildren = 1,587) conducted by public authorities, parents receiving a reading intervention were told about the malleability of their child's reading abilities and how to support their child by praising his/her effort rather than his/her performance. This low-cost intervention increased the reading and writing achievements of all participating children-not least immigrant children with non-Western backgrounds and children with low-educated mothers. As expected, effects were even bigger for parents who before the intervention had a fixed mindset.

Abstract: The violent actions of a few extremists can alter the course of history, yet there persists a yawning gap between the potential impact of these individuals and what we understand about them. In Engineers of Jihad, Diego Gambetta and Steffen Hertog uncover two unexpected facts, which they imaginatively leverage to narrow that gap: they find that a disproportionate share of Islamist radicals come from an engineering background, and that Islamist and right-wing extremism have more in common than either does with left-wing extremism, in which engineers are absent while social scientists and humanities students are prominent. Searching for an explanation, they tackle four general questions about extremism: Under which socioeconomic conditions do people join extremist groups? Does the profile of extremists reflect how they self-select into extremism or how groups recruit them? Does ideology matter in sorting who joins which group? Lastly, is there a mindset susceptible to certain types of extremism? Using rigorous methods and several new datasets, they explain the link between educational discipline and type of radicalism by looking at two key factors: the social mobility (or lack thereof) for engineers in the Muslim world, and a particular mindset seeking order and hierarchy that is found more frequently among engineers. Engineers' presence in some extremist groups and not others, the authors argue, is a proxy for individual traits that may account for the much larger question of selective recruitment to radical activism. Opening up markedly new perspectives on the motivations of political violence, Engineers of Jihad yields unexpected answers about the nature and emergence of extremism.

Abstract: Introduction The application of technology-enabled solutions in everyday activities has a pervasive effect on information and communications technology (ICT) education. There is an increasing demand for the analytical, technical and programming abilities of information technology (IT) graduates by the computing industry. To build the problem solving capabilities in students, ICT courses are designed with many practical elements. However, after entering into ICT related courses (e.g., programming, networks and databases); many students find it difficult to transmit taught concepts to real world applications. These students may find courses to be dry and boring, which lowers their motivation and interest in learning (Prensky, 2003; Sarkar, 2006). If students are not interested or motivated, it is difficult to keep them engaged in classrooms. To enhance student learning for achieving required IT based skill sets, innovative pedagogical approaches are applied to teaching and learning (TL Oblinger, 2006). One such approach for adding engaging elements to classrooms is use of game-based learning (GBL) or serious games, whereby people of all ages and genders can play games for many hours without realising they are potentially in a TL lectures are designed to explain theoretical concepts, which are complemented with practical experiments. Teachers evaluate student learning with a set of formal assignments, oral presentations and written exams. Nevertheless, T&L environments could be made more fun if critical skills are taught both through directed teaching and game-mediated interventions. This would make students more engaged and motivated, and could change the student's mindset that the journey of learning is not dry or boring, but can be fun. This study attempts to address this gap by utilising a GBL approach to T&L context using a case involved in ICT education. The paper first gives some highlights of current literature in pedagogical approaches to ICT education, and how educational games have been used in previous studies. The case study of PlayIT (a pseudonym) is introduced next, followed by an explanation of how the chosen educational game has been mapped with the subject module for programming in an ICT course curriculum. The design of a GBL experiment with two different student cohorts is presented. The paper then discusses experiment findings using quantitative and qualitative methods to identify any significant/insignificant correlations with diverse student cohort datasets. Student results are further investigated to inform how study participants progressed in their subject knowledge. Finally, the paper concludes with an overview of our findings, leading to further contributions in the ongoing quest for innovative, useful pedagogies in T&L environments. Pedagogical approaches to ICT education Computing is interwoven in almost all facets of managing and running a business. Furthermore, it is expected that technological applications will get more efficient and advanced over time, requiring more skilled and collaborative workforce (Stantchev, Prieto-Gonzalez, & Tamm, 2015). A study investigating critical information systems/information technology (IS/IT) skills from the perspectives of seventy managers shows that web applications, online services, networking protocols, wireless communications and wireless applications are the skills of the future (Lee & Mirchandani, 2010). …

Abstract: Over the years, as teams have grown more diverse, dispersed, digital, and dynamic, collaboration has become more complex. But though teams face new challenges, their success still depends on a core set of fundamentals. As J. Richard Hackman, who began researching teams in the 1970s, discovered, what matters most isn't the personalities or behavior of the team members; it's whether a team has a compelling direction, a strong structure, and a supportive context. In their own research, Haas and Mortensen have found that teams need those three "enabling conditions" now more than ever. But their work also revealed that today's teams are especially prone to two corrosive problems: "us versus them" thinking and incomplete information. Overcoming those pitfalls requires a new enabling condition: a shared mindset. This article details what team leaders should do to establish the four foundations for success. For instance, to promote a shared mindset, leaders should foster a common identity and common understanding among team members, with techniques such as "structured unstructured time." The authors also describe how to evaluate a team's effectiveness, providing an assessment leaders can take to see what's working and where there's room for improvement.

Abstract: Consumers value health and a sense of well-being. The health care system cannot supply these values, but only "products" such as hospitalization, ambulatory care, medica- tions, procedures, and preventative care. These components of health care represent neither the value within the system nor the desired final output. Nonetheless, the health care system has focused inordinately on the products, to the point of suggesting that they have intrinsic value. We link this situation to the concept of goods-dominant logic, which has dominated business and managerial thinking since the Industrial Revolution. We then explain why and how moving to service-dominant logic is essential for consumers and providers to better cocreate value from products which are not intrinsically valuable. The challenge of cocreating value is confounded by information asymmetry, and by the myriad factors in the health care ecosystem that contribute to or detract from health and well-being. A new lexicon, emanating from service-dominant logic, is suggested to facilitate the move away from a goods-dominant mindset.

Abstract: The current literature suggests that to succeed in global roles, one needs a global mindset, and in this study, we examine gender differences in global leadership self-efficacies in a random sample of 1,187 managers from 74 countries. Using the Global Mindset Inventory, we found that women demonstrated stronger global leadership profiles in regard to passion for diversity, intercultural empathy, and diplomacy. Conversely, men tended to show strong global leadership self-efficacies regarding global business savvy, cosmopolitan outlook, and interpersonal impact. We discuss the implications of our findings for shared leadership in global contexts and offer a series of suggestions regarding future directions for research.

Abstract: Purpose – The prevailing mindset is that younger people value and more readily adopt technology. The purpose of this paper is to determine if this is true with respect to banking practices. Design/methodology/approach – A survey was conducted to evaluate the importance of mobile, online, and physical-based banking across multiple age groups. Factor analysis and analysis of covariance were used to evaluate the responses. Findings – The results show that older consumers see more value in traditional, physical-based banking, all ages are equally interested in currently emerging technologies (online), and younger users are more interested in the newest technologies. Research limitations/implications – The stereotype of technology-adverse elderly may be too limiting. Age influences are not absolute barriers enacted by time, but are potentially learned behaviors. Practical implications – Practitioners interested in introducing new technologies to the elderly might consider making their innovations more compatib...

Abstract: In this paper, we provide a comprehensive assessment of the design thinking mindset. First, we review the design and management literature to identify and define key cognitive and behavioural components of a design thinking mindset, before we report our initial findings from 15 in-depth interviews with innovation managers in Australia and Germany who reflect on their practices while implementing design thinking within their organizations. Our explorative study confirms a set of commonly understood and applied mindsets, but also reveals the impact of organisational constraints on translating cognition into behaviour. We suggest to further map the different mindsets used in design thinking projects and link them to extant leadership theory, which – as we argue – provides a suitable point of departure for further study of the design thinking mindset and its role for innovation.

Abstract: The “achievement gap” as a symptom of persistent social inequity has plagued American education and society for decades. The vast chasm in academic achievement has long existed along racial and poverty lines. Children of color and from low-income families have, on average, performed worse on virtually all indicators of academic success: standardized test scores, high school graduation rates, and college matriculation rates. This gap perpetuates the existing inequalities in society. Efforts to close the achievement gap have had little effect. The gap remains and has actually widened. This article argues the gap is symptomatic of the deficit-driven education paradigm. Fixing the traditional paradigm is unlikely to close the gap because the paradigm reinforce and reproduces educational and social inequity by design. To work toward more educational and social equity, we need to adopt a different paradigm of education. The new paradigm should work on cultivating strengths of individual students instead of fixing their deficits.