Abstract: People’s mindset and attitudes exert a strong influence on how quickly a new technology is adopted, thus also affecting how well the benefits resulting from automated vehicles can be realised In previous studies on people’s attitudes towards automated vehicles, the number of respondents surveyed has been small, or alternatively survey’s sample has not been representative By describing the results of a large citizen survey (N = 2036), this study aims to fill this identified research gap and to reveal, whether people are ready for automated vehicles and what concerns people have that hinder the adoption of these vehicles The study’s results indicate that people’s attitudes towards automated vehicles reflect the general adoption of technology well We can assume that those who currently view automated vehicles positively are most likely to belong in the group of early adopters We found that men, highly educated individuals, people living in densely populated area and those living in households without a car had a more positive attitude to automated vehicles than the other respondents did The results indicate that traffic safety and ethical perspectives have a key role in the acceptance of automated vehicles Developers of automated vehicles should also take into account the finding that currently most people consider that all automated vehicles must have the option of manual drive

Abstract: Purpose The purpose of this paper is to analyze whether and how employees’ proactive personality is related to work engagement. Drawing on job demands-resources theory, the study proposes that this relationship is moderated by a three-way interaction between proactive personality × transformational leadership × growth mindset. Design/methodology/approach The study is based on survey data from 259 employees of an internationally operating high-tech organization in the Netherlands. Findings In line with prior studies, support is found for positive significant relationships of proactive personality and transformational leadership with engagement. Additionally, transformational leadership is found to moderate the relationship between proactive personality and work engagement, but only when employees have a growth mindset. Originality/value The study advances the literature that investigates the proactive personality-engagement relationship. Specifically, this study is the first to examine a possible three-way interaction that may deepen the insights for how proactive personality, transformational leadership and growth mindset interact in their contribution to work engagement.

Abstract: Strong disagreements have stymied today’s political discourse. We investigate intellectual humility – recognizing the limits of one’s knowledge and appreciating others’ intellectual strengths – as one factor that can make disagreements more constructive. In Studies 1 and 2, participants with higher intellectual humility were more open to learning about the opposition’s views during imagined disagreements. In Study 3, those with higher intellectual humility exposed themselves to a greater proportion of opposing political perspectives. In Study 4, making salient a growth mindset of intelligence boosted intellectual humility, and, in turn, openness to opposing views. Results suggest that intellectual humility is associated with openness during disagreement, and that a growth mindset of intelligence may increase intellectual humility. Implications for current political polarization are discussed.

Abstract: The concept of professional skepticism is pervasive throughout auditing standards, and inspectors around the globe often identify a lack of skepticism as a root cause of audit deficiencies (IFIAR, 2015, 2016). Despite its importance, the professional skepticism construct remains ill-defined and measurements used in research do not map well into practice. The purpose of this paper is to develop a conceptualization of professional skepticism that will facilitate the conduct of research with meaningful implications for practice, providing a way forward for skepticism researchers. To that end, we propose a dual conceptualization of professional skepticism as both a mindset and an attitude, and we rely on mindset and attitude theory to develop measures of each component. Mindsets drive cognitive processing, and the mindset component captures the critical thinking that is an important element of professional skepticism and is required by standards. Including the mindset component reflects the idea that skepticism involves critical analysis of evidence, and not just doubt. Attitudes include affective and cognitive components to predict intentions and behavior, and attitudes recognize the influence of social factors on evaluative judgments. Including an attitude component thus expands the notion of evaluation to include auditors' feelings, as well as their beliefs, about risk, and it improves the predictive power of “skepticism” for auditors' evidence collection. We expect that our skeptical mindset and skeptical attitude theoretical approach will move the literature forward, especially in terms of framing standards, developing interventions to improve audit quality, and performing root cause analyses.

Abstract: Our actions can be triggered by intentions, incentives or intrinsic values. Recent neuroscientific research has yielded some results about the growth mindset and intrinsic motivation. With the advances in neuroscience and motivational studies, there is a global need to utilize this information to inform educational practice and research. Yet, little is known about the neuroscientific interplay between growth mindset and intrinsic motivation. This paper attempts to draw on the theories of growth mindset and intrinsic motivation, together with contemporary ideas in neuroscience, outline the potential for neuroscientific research in education. It aims to shed light on the relationship between growth mindset and intrinsic motivation in terms of supporting a growth mindset to facilitate intrinsic motivation through neural responses. Recent empirical research from the educational neuroscience perspective that provides insights into the interplay between growth mindset and intrinsic motivation will also be discussed.

Abstract: A wealth of literature documents that women leaders can face simultaneous and yet conflictual demands for both agency and communion, due to the incongruence of their leader role and gender role demands. However, we still know little about why some women cope with the tensions between agency and communion better than others and what implications are involved. Using a paradox perspective, we develop a theoretical model to explain how women leaders experience and respond to agency-communion tensions, which impacts their intrapersonal and interpersonal outcomes. Specifically, we propose that in response to experiencing tensions fueled by the dual demands for agency and communion, women leaders can adopt a paradox mindset that simultaneously embraces agency and communion, or a dilemma mindset that dichotomizes agency and communion. The paradox mindset helps women leaders build psychological resilience, identity coexistence, and leadership effectiveness, whereas those who adopt a dilemma mindset experience depleted resilience, identity separation, and lowered leadership effectiveness. Further, our model highlights individual, interpersonal, and organizational conditions that shape women's experience and stimulate a paradox mindset versus a dilemma mindset. We conclude by discussing theoretical and practical implications of our model.

Abstract: Light-touch social psychological interventions have gained considerable attention for their potential to improve academic outcomes for underrepresented and/or disadvantaged students in postsecondar...

Abstract: The established mindset underpinning tourism planning, development and research is under attack from many quarters on the grounds that “business as usual” seems impossible to reconcile with sustainability. The paper first highlights key characteristics of the prevailing paradigm associated with tourism industry expansion globally. It then identifies common elements of an alternative “sustainable futures” paradigm, contrasting its features with those of the established paradigm in relation to seven fundamental elements: neo-liberalism, anthropocentrism, shareholder orientation, growth, price, space and promotion. Next, the paper identifies the implications of the alternative paradigm in terms of the underpinning mindset (attitudes and behaviours) of major tourism stakeholders. Pathways to facilitate the transition to the new sustainable futures’ paradigm are identified. The paper concludes with reflections on the power of the new paradigm, and its implications for a global sustainable tourism resea...

Abstract: Predictors of student commitment and engagement in an undergraduate science course featuring active learning are explored. The study identified student trust in the instructor as an important predi...

Abstract: Research by psychologists and economists demonstrates that many non-cognitive skills are malleable in both children and adolescents, but we have limited knowledge on what schools can do to foster these skills. In a field experiment requiring real effort, we investigate how schools can increase students’ perseverance in math by shaping students’ beliefs in their abilities to learn, a concept referred to by psychologists as “mindset.” Using protocols adapted from psychology, we experimentally manipulate students’ beliefs in their ability to learn. Three weeks after our treatment, we find persistent treatment effects on students’ perseverance and academic performance in math. When investigating subsamples, we find that students, who prior to the experiment had less of a belief in their ability to learn, generate the treatment effect. The findings suggest that a low-cost intervention focused on students’ mindset can improve students’ engagement and performance.

Abstract: Despite efforts to increase female representation in science, technology, engineering, and mathematics (STEM), females continue to be less motivated to pursue STEM careers than males. A short-term longitudinal study used a sample of 1449 high school students (grades 9–12; 49% females) to examine pathways from gender and mindset onto STEM outcomes via motivational beliefs (i.e., expectancy beliefs, task value, and cost). Mindset, motivational beliefs, and STEM career aspirations were assessed between the fall and winter months of the 2014–2015 school year and math grades were obtained at the conclusion of the same year. Student growth mindset beliefs predicted higher task values in math. Task values also mediated the pathway from a growth mindset to higher STEM career aspirations. Expectancy beliefs mediated the pathway between gender and math achievement. This mediated pathway was stronger for females than for males, such that females had higher math achievement than males when they endorsed a growth mindset. Findings suggest possible avenues for improving female’s interest in STEM.

Abstract: The purpose of this study was to investigate whether a growth mindset intervention would improve adolescent special education students’ self-efficacy and motivation. The sample included sixth, seve...

Abstract: In Italy, thousands of university graduates intend to engage in job being their first choice rather to start their own businesses. The aim of this study is to explore university students’ entrepreneurial mindset and their intentions for starting a new business by investigating the deterring factors which restrict them to go towards self-employment. The primary data were collected by a self-prepared questionnaire to assess the role of explanatory factors such as gender, age, degree, department, previous education, previous grades, job experience, business experience, family background, entrepreneurial education, personality traits (Five Factor Model), finance and government support with the dependent variable “entrepreneurial intentions”. The data was then analysed using multiple regression model. Gender, family background, entrepreneurial education, extraversion, agreeableness, and openness to experience showed positive results while age, previous grades, and neuroticism showed a negative relationship with entrepreneurial intentions. This study was limited to its sample population and the set of explanatory variables which can be extended in the future research. This study fulfils the need to identify the factors which play a significant role in influencing the students’ entrepreneurial mindset. This is a latest study with the selected factors in the context of the Italian university students.

Abstract: Education for sustainable development has been addressed by professionals, authorities, and a number of research studies in the last decades, and yet the results are not clearly visible. Teachers as agents of a new mindset do not seem to understand the ways of approaching raising awareness of the issues of global challenges. This study investigated the possibility of raising the extent of applying critical thinking to the problem-solving issues of a group of student teachers in their initial training. The sample consisted of 48 student teachers. Both qualitative and quantitative methods were used: namely, a questionnaire, content analysis, and focus group interviews. An archive of the students’ materials was also used for content analysis. In the data analysis, inter-rater reliability, as well as parametric (t-test) and non-parametric tests (Mann–Whitney U test) were applied. The results of the study provide evidence of the positive impact of the use of case studies in teaching pre-service teachers on the development of their critical thinking skills. It can be concluded that it should not be taken for granted that teachers automatically know how to develop the competencies that are necessary for sustainable development (SD). Instead, teacher education institutions need to incorporate thorough training that focusses on education for sustainable development (ESD) into the entire teacher programme in order to make sure that the teachers leave their initial training well prepared for guaranteeing Sustainable Development Goals (SDGs).

Abstract: When faced with hardship, how do we emotionally appraise the situation? Although many factors contribute to our reasoning about hardships, in this article we focus on the role of linguistic metapho...

Abstract: The purpose of this article is to identify skill needed in 21st centuries and its implication on Indonesia's educational system. This research found that the 21st centuries skill application has more measurable benefits in some sections of life, such as critical thinking and problem solving, initiative, creativity, and entrepreneurship, communication, teamwork, metacognition (change of mindset), digital literature. This study applied qualitative data analysis. The data were taken from different sources and literature. The analysis showed that The 21st centuries education concept's implementation can be applied in the curriculum of the required subject that is addressed to achieve learning and innovation skills competence and also technology and information media skills competence. While supporting subject group directed to achieve life and career skills competence. All subjects are the derivation from core subject 3R, which are reading, writing, and arithmetic. Based on the description above, it can be concluded that 21st centuries skill needs; (1) a life planning; (2) flexibility and adaptability; (3) initiative and self-management (4) entrepreneurship; (5) social and cultural interaction; (6) productivity and accountability; (7) leadership; (8) critical thinking, (9) problem solving; (10) communication; (11) collaboration and teamwork; (12) lifelong learning; and (13) digital literation.

Abstract: Research evidences the benefit of students holding a growth mindset. There is also increasing recognition of the influence of teachers’ beliefs on how students perceive their own abilities. Teacher...

Abstract: Background Students living in rural areas of the United States exhibit lower levels of educational attainment than their suburban counterparts. Innovative interventions are needed to close this educational achievement gap. Aims We investigated whether an online growth mindset intervention could be leveraged to promote academic outcomes. Sample We tested the mindset intervention in a sample of 222 10th-grade adolescent girls (M age = 15.2; 38% White, 25% Black, 29% Hispanic) from four rural, low-income high schools in the Southeastern United States. Methods We conducted a randomized controlled trial to test the efficacy of the growth mindset intervention, relative to a sexual health programme. We used random sampling and allocation procedures to assign girls to either the mindset intervention (n = 115) or an attention-matched control programme (n = 107). We assessed participants at pre-test, immediate post-test, and 4-month follow-up. Results Relative to the control condition, students assigned to the mindset intervention reported stronger growth mindsets at immediate post-test and 4-month follow-up. Although the intervention did not have a total effect on academic attitudes or grades, it indirectly increased motivation to learn, learning efficacy and grades via the shifts in growth mindsets. Conclusions Results indicate that this intervention is a promising method to encourage growth mindsets in rural adolescent girls.

Abstract: This article introduces the fresh start mindset, defined as a belief that people can make a new start, get a new beginning, and chart a new course in life, regardless of their past or present circumstances. With historical roots in American culture and neoliberalism, and with contemporary links to liquid modernity and global consumer culture, this mindset structures reasoning, experience, and everyday language, and guides behavior across self- and other-transformative consumption domains. We develop a six-item scale (FSM) to measure the fresh start mindset and situate it within a broader nomological network, including growth mindset, personal capacity for change, optimism, future temporal focus, internal locus of control, self-efficacy, perseverance, resilience, and consumer variety seeking. Individuals with a stronger (vs. weaker) fresh start mindset invest in transformative change through changing their circumstances, including their own consumption choices (e.g., buying a new pair of sunglasses and getting a new self); they also are more supportive of transformative programs that assist those who are challenged to get a fresh start (i.e., disadvantaged youth, at-risk teens, veterans, and tax-burdened adults). Our work significantly contributes to transformative consumer research with attention to self-activities and programs for vulnerable populations that enable new beginnings.

Abstract: Women and minorities remain underrepresented in chemistry bachelor's degree attainment in the United States, despite efforts to improve their early chemistry achievement through supplemental academic programs and active-learning approaches. We propose an additional strategy for addressing these disparities: course-based, social-psychological interventions. For example, growth-mindset interventions are designed to support students during challenging academic transitions by encouraging them to view intelligence as a flexible characteristic that can be developed through practice, rather than a fixed ability. Previous research has shown that such interventions can improve the overall performance and persistence of college students, particularly those who belong to underrepresented groups. We report a random-assignment classroom experiment, which implemented a chemistry-specific growth-mindset intervention among first-year college students enrolled in General Chemistry 1. Performance results revealed an achievement gap between underrepresented minority and white students in the control group, but no sex-based gap. Critically, after adjusting for variation in academic preparation, the mindset intervention eliminated this racial-achievement gap. Qualitative analysis of students’ written reflections from the intervention shed light on their experiences of the mindset and control treatments, deepening our understanding of mindset effects. We integrate these results with the mindset and chemical education literatures and discuss the implications for educators seeking to support underrepresented students in their own classrooms.

Abstract: Growth mindset and grit have attracted much attention in educational research recently. Yet the underlying mechanisms that relate these variables to each other as well as to other variables remain largely unclear. This study investigates the relationships among growth mindset, learning motivations, and grit. We recruited a total of 1,842 students (884 males and 958 females) from third to ninth grade in a Chinese city. Results from the structural equation model analyzing the students' responses showed that learning motivations partially mediate the relationship between growth mindset and grit. Specifically, intrinsic motivation and identified regulation of extrinsic motivation are positively associated with growth mindset and grit, while external regulation of extrinsic motivation is negatively associated with them. Additionally, introjected regulation of extrinsic motivation is uncorrelated with these two variables. This study furthers the understanding of the underlying mechanisms through which growth mindset and grit positively impact education.

Abstract: The capacity to successfully, positively engage with the cognitive capacities of critical thinking has become the benchmark of employability for many diverse industries across the globe and is considered critical for the development of informed, decisive global citizenship. Despite this, education systems in several countries have developed policies and practices that limit the opportunities for students to authentically participate in the discussions, debates, and evaluative thinking that serve to develop the skill set and mindset of critical thinkers. This writing examines the status of critical thinking in four different contexts across the globe as reflected in educational policies and academic experiences as a preface to investigating actual classroom practices and possible impacts the support of critical thinking skills may have on the potential development of the global citizens of the future. Each vignette reflects the contextualized difficulties that are presented by social and cultural concerns and traditions of making meaning. These stories of education also illustrate the various ways in which the skills and capacities of critical thinking are interpreted in different contexts and address the negative nuances with which thinking critically has become associated. Finally, a pedagogical model of teaching, which may support student development of the skill set of critical thinking within the boundaries of social and cultural mindsets, has been developed.

Abstract: This article describes the development and validation of a questionnaire designed to measure the Design Thinking Mindset self-awareness. A comprehensive review of the relevant literature revealed 19 constructs. An exploratory factor analysis of the responses of two samples (N = 307) of Design Thinking professionals with some level of experience resulted in a 71-item instrument to assess DT Thinking Mindset based on 22 constructs. A measure of DT Mindset is relevant for research and practice, i.e. measuring the impact of different variables and designing more balanced and complete design teams.

Abstract: This investigation employed a longitudinal design to examine the influence of a one-shot growth mindset intervention on ninth-graders’ implicit beliefs about intelligence and related achievement go...