The aim of this article is to investigate the relatively neglected and under-theorized area of ethical mindsets in the Australian services sector. Employing a mixed-methods approach, quantitative data was collected through online survey of 66 items and qualitative data was collected by focus group interviews with 20 participants. An analysis of the survey data (N = 223) suggests that ethical mindsets exist, and the qualitative analysis allowed the identified components to be refined. This research potentially adds to developing business ethics (...) literature about ethical mindsets and contributes to the methodological debate about the efficacy of online surveys and the mixed-methods approach. (shrink)

In this conceptual paper, we propose that both skill set development and mindset development would be desirable dimensions of negotiation training. The second dimension has received little attention thus far, but negotiation mindsets, i.e., the psychological orientations by which people approach negotiations, are likely to have a considerable influence on the outcome of negotiations. Referring to empirical and conceptual mindset studies from outside the negotiation field, we argue that developing mindsets can leverage the effectiveness of skills and knowledge, (...) increase learning transfer, and lead to long-term behavioral changes. We introduce an integrative negotiation mindset that comprises three inclinations which complement each other: a collaborative, a curious, and a creative one. We also discuss activities that help people to develop and enhance this mindset both in and out of the classroom. Our general claim is that by moving beyond the activities of conventional negotiation training, which focuses on skills and knowledge, mindset-oriented negotiation training can increase training effectiveness and enable participants to more often reach what we define as sustainable integrative agreements. (shrink)

This chapter proposes the concept of the mindsponge and its underlying themes that explain why and how executives, managers, and corporations could replace waning values in their mindsets with those absorbed during their exposure to multicultural and global settings. It first provides a brief literature review on global mindset and cultural values, which suggests that not only can a mindset be improved, but that it is learning mechanism can also be developed. Then the chapter offers a conceptual framework, (...) called the 'mindsponge', which builds upon earlier works linking mindset to themes of multi-filtering. The process is proposed to help identify emerging values in the transition economy of Vietnam and also to reconfirm existing core values. The concept of mindsponge provides executives, managers, and organizations with not only a practical framework for improving their global mind-set by identifying and strengthening core values, but also capturing emerging opportunities. (shrink)

The aim of this study is to evaluate “ReStress Mindset,” an internet-delivered intervention that combines the Stress Mindset Training Program with Acceptance and Commitment Therapy. To that end, the current study determined whether the pilot study’s findings on the intervention’s effectiveness on stress mindset and stress response among university students in the midst of the COVID-19 pandemic, remained for 3 months following the completion of “ReStress Mindset” intervention. Twenty-six participants were randomly assigned to an intervention and (...) a control group. Participants in the intervention group attended 5 weekly sessions online, between the second and third waves of the COVID-19 pandemic. All participants completed self-report questionnaires before, at the end of the intervention and 3 months after the completion of the program. The “ReStress Mindset” intervention resulted in a statistically significant increase in “stress-is-enhancing” mindset, life satisfaction, and self-efficacy against stress, as well as a statistically significant decrease in “stress-is-debilitating” mindset, with these effects lasting 3 months after the program’s completion. The findings of this study suggest that university students could benefit from the “ReStress Mindset” intervention in order to cultivate and maintain a positive stress mindset and increase their life satisfaction and self-efficacy against stress, even during the COVID-19 pandemic or any other highly stressful period or crisis. (shrink)

Are grounded procedures such as cleansing value-neutral main effects? Culture-as-situated-cognition theory suggests otherwise. Societies differ in how frequently they trigger membership and individualizing cultural mindsets and their linked mental-procedures – connecting and separating, respectively. Commonly triggered mindsets (and their linked mental-procedures) feel fluent. Fluency feels good. Cleansing can separate from but also connect to others in the form of membership-based rituals.

Against the scourge of the COVID-19 pandemic, college students’ learning engagement has become a key issue in universities and society. Guided by the theories of existential positive psychology and social perception, we explored the positive effect of a growth mindset on learning engagement during the COVID-19 pandemic. A total of 1,040 college students from universities in Henan Province of China effectively completed online questionnaires. The results showed that growth mindset was positively related to learning engagement and negatively associated (...) with perceived COVID-19 event strength and perceived stress; perceived COVID-19 event strength was positively related to perceived stress, while perceived COVID-19 event strength and perceived stress were negatively associated with learning engagement. Growth mindset affected learning engagement through three indirect paths: the mediating role of perceived COVID-19 event strength, the mediating role of perceived stress, and the serial mediating role of both perceived COVID-19 event strength and perceived stress. The results indicated that the growth mindset could contribute to college students’ learning engagement through the roles of perceived COVID-19 event strength and perceived stress during the COVID-19 pandemic. This study advances the understanding of the mechanism underlying the relationship between growth mindset and college students’ learning engagement during the COVID-19 pandemic. Furthermore, the findings of the study have important implications for promoting college students’ learning engagement during the pandemic. (shrink)

Despite a plethora of empirical evidence on the potential role of senior management in the success of corporate social responsibility in Western-dominated organizational contexts, little attempt has been made to document the various managerial mindsets toward CSR in organizations in Muslim-dominated countries in the Middle East region. To address this existing lacuna of theoretical and empirical research in CSR management, this paper offers a qualitative case study of CSR in three manufacturing firms operating in Iran’s auto industry. Based on an (...) inductive analysis of the qualitative data, three types of managerial mindset toward CSR are identified: conformist, self-seeker, and satisfier. While it is evident that these different mindsets of Iranian managers seek to serve managerial ends and short-term self-interests, they fall short of core values of Islamic ethics and CSR. (shrink)

Developing best practices for the business ethics classroom is an ongoing endeavor. One area of interest is the influence of mindsets on teaching and learning business ethics. Various mindsets are proposed to increase student awareness of the body of business ethics knowledge and motivate them to incorporate ethical knowledge in the real world. This paper reviews the current dominant consumer mindset that is argued to have unproductive effects on pedagogical practices in business ethics. Because human beings are biological production (...) systems and live in a world of dynamic natural and human-made production processes, this paper proposes replacing the consumer mindset with Producer Mindset, a world view that is a far more natural way for humans to think, talk, and make decisions. A Producer Mindset framework is constructed for the business ethics classroom and details are provided as to how it can grow the cognitive and emotional capacity of students to independently produce ethical decisions in business and in their personal lives. (shrink)

Any first step in organisational adaptation starts with individuals’ responses and willingness (or otherwise) to change an aspect of themselves given the transcontextual settings in which they are operating (Bateson in Small arcs of larger circles: framing through other patterns, Triarchy Press, Axminster, 2018). This research explores the implications for organisational adaptation strategies when Artificial Intelligence (AI) is being embedded into the ecology of the organisation, and when employees have a dominant fixed or growth mindset (Dweck in Mindset: (...) changing the way you think to fulfil your potential. Robinson, London, 2017). Research participants were supplied with a single scenario based in 2030, where—as a result of Artificial Intelligence technology implementation—employees were going to be displaced. Using Torbert’s (Organizational wisdom and executive courage, New Lexington Press, San Francisco, 1998) ‘first, second and third person’ research theory, participants were asked to independently review their thoughts, sense, and image of the future from a fixed mindset position (considered to be the worst case), then from a growth mindset perspective (best case), and then do the same collectively. Five key findings are outlined which support the principle that having a growth mindset is a key component of adaptive capacity and futures literacy. The five key findings conclude that AI adaptation processes need to include compassion and authenticity, embodiment, fundamental needs and motivations, mutual learning and considering what lies beyond the edges of the organisation (Bateson in Small arcs of larger circles: framing through other patterns, Triarchy Press, Axminster, 2018). (shrink)

Mindset plays a pivotal role in academic achievement. In particular, a growth mindset is related to academic success. This study explored the role of mindset in Secondary Vocational Education and T...

The search for new ideas often frustratingly cycles back to old ones, a phenomenon known as fixation. Recent research has shown ways to kick‐start finding new uses for familiar objects, a prototypical creativity task: wandering in the mind or the world or working on a messy desk. Those techniques seem to succeed by helping break fixation, but do not guide the search for new ideas. The perspective‐taking or human‐centric or empathic mindset championed by many in HCI and in design (...) firms does provide a search strategy. We compared the mind‐wandering mindset to a perspective‐taking mindset, the latter priming thinking of ways that people in different roles (gardener, artist, etc.) might use the objects. In two studies, the Perspective‐Taking mindset yielded more ideas and more original ideas than Mind‐Wandering, which did not differ from a No‐Mindset control. Original ideas came late, rewarding persistence. The perspective‐taking mindset is productive for problem‐solving, forecasting, and social interactions as well as innovation. (shrink)

When patients enrolled in early‐phase cancer treatment trials are asked later to explain their decision to participate, they often reveal unrealistically high expectations for therapeutic benefit from participation. This phenomenon has given rise to a complex and ongoing debate over the quality and validity of informed consent to these trials. Bioethicists and researchers must better understand these expectations and why research participants so often have them. This article presents a new explanation for this phenomenon by drawing on social psychology research (...) on mindsets and, in particular, on a distinction between deliberative and implementation mindsets. (shrink)

Understanding time investment while solving problems is central to metacognitive research. By the Diminishing Criterion Model (DCM), time regulation is guided by two stopping rules: a confidence criterion that drops as time is invested in each problem and the maximum time to be invested. This combination generates curved confidence–time associations. We compared the belief that intelligence is malleable, a growth mindset, to the belief that intelligence is fixed, and to neutral control groups. We hypothesized that a growth mindset (...) leads people to selectively invest time in problems carrying the hope of improvement. This extra time makes the curved DCM pattern curvier. In two experiments, participants primed with growth, fixed, or control mindsets solved analogies (Experiment 1) and compound remote associates (Experiment 2). As expected, in both experiments a growth mindset exhibited a curvier confidence–time pattern, while the fixed mindset and control groups replicated previous confidence–time associations. Most additional time was invested in problems with intermediate difficulty levels, suggesting strategic time allocation. The study offers useful measures for delving into factors that affect thinking time allocation. (shrink)

A fundamental question facing the cognitive sciences is why it is so difficult for us to look at the world in new ways. Experts, in particular, appear to have extreme difficulty in questioning the foundations for their belief. This I argue is because we can only view our world through mental paradigms. Such paradigms, our mindsets, have evolved so that we can respond automatically to things of importance but, by having mindsets, we are intrinsically prejudiced. I suggest that infantile autism (...) provides valuable insight into what a mind would be like if it were not to have paradigms. Because we are constrained to look at the world through our mindsets, the only way to see more is to acquire more mindsets. But, to actually be original, it is also necessary to subvert conventional wisdom and this would appear to be culturally dependent. Accordingly, understanding creativity necessitates examining the collective perspectives of diverse disciplines, encompassing abnormal minds as well as the historical transformations of different cultures. (shrink)

Individuals with high levels of growth mindsets believe that attributes are malleable. Although links between acute stress responses and growth mindsets of thought, emotion, and behaviour are central to the conceptualisation of psychological disorders and their treatment, such links have yet to be examined. Undergraduate participants (N = 135) completed a modified Trier Social Stress Test (TSST), and their salivary cortisol and anxiety were assessed throughout the session. Hierarchical linear models revealed that higher growth mindset of behaviour was associated (...) with lower cortisol levels at 25-min after the TSST onset (i.e. peak cortisol stress reactivity) in men, but not in women. Considering one’s gender may be critical in understanding the relationship between growth mindset and stress responses. (shrink)

Incremental implicit theories are associated with a belief regarding it is possible to improve one’s intelligence or ability through efforts. Previous studies have demonstrated that incremental implicit theories contributed to better academic achievement and positive youth development. Our study aimed to examine whether incremental implicit theories of morality significantly influenced change in students’ engagement in voluntary service activities. In our study, 54 Korean college students for Study 1 and 180 Korean 8th graders for Study 2 were recruited to conduct two (...) two-wave studies. We surveyed participants’ implicit theories of morality and participation in voluntary service activities. The effect of implicit theories of morality on change in service engagement was analyzed through regression analysis. In Study 1, the moral growth mindset significantly moderated longitudinal change in service engagement. In Study 2, the moral growth mindset significantly influenced engagement in art-related activities, while it significantly moderated change in engagement in youth-related activities. (shrink)

The article presents an analytical review of the section “The Future of Education, Mindset and Skillset” of the VIII BRICS Young Scientists Forum (31 July — 2 August 2023, Gkeberha, South Africa). The programme of this Forum section includes such sub-themes as application of new and convergent technologies in education, new educational tools for overcoming local socio-economic barriers, as well as leadership and entrepreneurial thinking for navigating the ever-changing future. The Forum in general and this section in particular brought (...) together young scientists from five countries (Brazil, Russia, India, China, South Africa) representing both technical and humanitarian scientific fields. The author identifies three key markers in the reports on the education made by young scientists from the BRICS countries and provides their philosophical and anthropological understanding. (shrink)

Understanding academic gender gaps is difficult because gender-imbalanced fields differ across many features, limiting researchers’ ability to systematically study candidate causes. In the present preregistered research, we isolate two potential explanations—brilliance beliefs and fixed versus growth intelligence mindsets—by comparing two fields that have inverse gender gaps and historic and topical overlap: philosophy and psychology. Many more men than women study philosophy and vice versa in psychology, with disparities emerging during undergraduate studies. No prior work has examined the contributions of both (...) self-perceptions of brilliance and fixed versus growth mindsets on choice of major among undergraduate students. We assessed field-specific brilliance beliefs, brilliance beliefs about self, and mindsets, cross-sectionally in 467 undergraduates enrolled in philosophy and psychology classes at universities in the United States and Canada via both in-person and online questionnaires. We found support for the brilliance beliefs about the self, but not mindset, explanation. Brilliance beliefs about oneself predicted women’s but not men’s choice of major. Women who believed they were less brilliant were more likely to study psychology (perceived to require low brilliance) over philosophy (perceived to require high brilliance). Findings further indicated that fixed versus growth mindsets did not differ by gender and were not associated with major. Together, these results suggest that internalized essentialist beliefs about the gendered nature of brilliance are uniquely important to understanding why men and women pursue training in different academic fields. (shrink)

This study examined the relationship of intelligence mindsets to math achievement for primary school students in the Chinese educational context, as well as the mediating function of math self-efficacy and failure beliefs in this relationship. Participants included 466 fifth graders (231 boys and 235 girls) from two Chinese primary schools. Results indicated that boys had significantly higher mean levels of growth mindsets and math self-efficacy than girls, whereas boys had no statistically significant differences to girls on failure beliefs and math (...) grade. Further, intelligence mindsets had a significant positive effect on math achievement, and failure beliefs and math self-efficacy played a full mediating role in the relationship between intelligence mindsets and math achievement. Moreover, intelligence mindsets affected math achievement through the chain mediating role of failure beliefs and math self-efficacy. These above findings contribute to advance our knowledge about the underlying mechanisms through which intelligence mindsets affect math achievement, which are of great significance to students' growth and current educational practice. (shrink)

Op-ed written with historian Caroline Light about some of the ways that ideas of democratic citizenship can become perverted by the idea that personal safety required armed defense against attacks by strangers.

First-year university students have multiple motives for studying and these motives may interact. Yet, past research has primarily focused on a variable-centered, dimensional approach missing out on the possibility to study the joint effect of multiple motives that students may have. Examining the interplay between motives is key to better explain student differences in study success and wellbeing, and to understand different effects that interventions can have in terms of wellbeing and study success. We therefore applied a student-centered, multidimensional approach (...) in which we explored motivational profiles of first-year university students by combining three dimensions of motives for studying which have been shown to be differently related to academic functioning. Using cluster analysis in two independent, consecutive university student cohorts, we identified four meaningful profiles and coined them motivational mindsets. We validated the four mindset profiles not only within each student sample but also found almost identical profiles between the student samples. The motivational mindset profiles were labeled: high-impact mindset, low-impact mindset, social-impact mindset, and self-impact mindset. In addition to validating the paradigm, we developed a mindset classification tool to further use these mindsets in practice and in future research. (shrink)

Growth mindset refers to our core belief that our talents can be developed through practice, which may influence our thoughts and behaviors. Growth mindset has been studied in a variety of fields, including education, sports, and management. However, few studies have explored whether differences in individuals’ growth mindsets influence college students’ self-reported mental health. Using the Growth Mindset Scale, Adolescent Self-rating Life Events Checklist, and SCL-90 Scale, data was collected from 2,505 freshmen in a University in China. (...) Findings revealed that the students within the growth mindset group scored significantly lower on “mental health issues” and “stress due to life events” than the students in the fixed mindset group. Our findings suggest that individuals with a growth mindset are less prone to mental health problems than individuals with a fixed mindset. (shrink)

The book delves into mathematical mindsets, a current approach to understanding mathematical identities, as well as success and failure in mathematics.

LiTToL(R) is a mindset philosophy based on psychology and universal principles & is an acronym for Living The Tree of Life which has ten (10) tenets focused on self-mastery. Through LiTToL(R), The Meditative Coach views life through the lens of transcendent universal principles for the purpose of receiving their stated, undeniable benefit. It is the knowledge base for fulfilling the mission of The Meditative Coach of helping clients identify & attain results in their passion and purpose so that they (...) may manifest the life they've always desired. LiTToL(R) Mindset Philosophy was created to give the common person a proper map for gaining self-mastery and serve as a framework for goal achievement. In a world filled with constant change and sudden trials, LiTToL(R) provides the ability to identify with our true selves and power through life with joy, peace, and success. (shrink)

The evolution of the present legal system is powered by the contradictory double-structure of a law that is at once is repressive and emancipatory. I take three examples, one from the early stage of the twentieth century’s legal transformations, and two from the present. They all show that the latent emancipatory potential of public law can be activated to challenge repressive function of hegemonic law. The first example is concerned with the challenge of imperial law from within the managerial (...) class='Hi'>mindset of the legal system, the second shows that every modern constitutional law “can strike back”. The third one emphasizes the tension between the Kantian constitutional mindset and the managerial mindset that dominates present international law. (shrink)

Globalization is a topic of some anxiety among international lawyers. On the one hand, its fluid dynamics — fragmentation, deformalization and empire — undermine traditional diplomatic rules and institutions. On the other hand, the effort to reimagine international law in purely managerial terms appears intellectually shallow and politically objectionable. To avoid marginalization and instrumentalization, many lawyers have begun to think about international problems through a constitutional vocabulary and have often cited Kant in that connection. This Article argues that, while it (...) is always possible to grasp the world through a constitutional vocabulary, this does not provide determinate answers to international problems. Instead of an institutional architecture or a set of legal rules, constitutionalism is best seen as a mindset — a tradition and a sensibility about how to act in a political world. Contrary to a widespread assumption, Kant’s political writings may also be read in this fashion and, if so, a meaningful international transformation might necessitate not only legislative or institutional intervention but a professional and perhaps spiritual regeneration. (shrink)

Background: Moral Growth Mindset (MGM) is a belief about whether one can become a morally better person through efforts. Prior research showed that MGM is positively associated with promotion of moral motivation among adolescents and young adults. We developed and tested the English version of the MGM measure in this study with data collected from college student participants. Methods: In Study 1, we tested the reliability and validity of the MGM measure with two-wave data (N = 212, Age mean (...) = 24.18 years, SD = 7.82 years). In Study 2, we retested the construct validity of the MGM measure once again and its association with other moral and positive psychological indicators to test its convergent and discriminant validity (N = 275, Age mean = 22.02 years, SD = 6.34 years). Results: We found that the MGM measure was reliable and valid from Study 1. In Study 2, the results indicated that the MGM was well correlated with other moral and positive psychological indicators as expected. Conclusions: We developed and validated the English version of the MGM measure in the present study. The results from studies 1 and 2 supported the reliability and validity of the MGM measure. Given this, we found that the English version of the MGM measure can measure one’s MGM as we intended. (shrink)

This study aimed to investigate the relationship of employee growth mindset with innovative behavior and the mediating role of use of strength as well as the moderating role of strengths-based leadership in this relationship. Data with a sample of 244 employees working in diverse Chinese organizations were collected at two points in time. Results of bootstrapping analyses demonstrated that growth mindset is positively related to innovative behavior, employee strengths use partially mediates the positive relationship of growth mindset (...) with innovative behavior, and strengths-based leadership strengthens the direct relationship between employee growth mindset and innovative behavior and the indirect relationship of employee growth mindset with innovative behavior via strengths use. This study advances growth mindset and innovative behavior theories and research. (shrink)

A ten-step guide to reaching your peak potential through the wisdom of Stoic philosophy by entrepreneur and Olympic champion speed skater Mark Tuitert. For twenty years, Mark Tuitert has used the principles of Stoic philosophy to become a gold-medal winning Olympic champion athlete, successful entrepreneur, as well as to deal with the challenges in his professional and private life. Now, in the internationally-bestselling book The Stoic Mindset, Mark lays out the ten practical lessons through which everyone, in any situation, (...) can develop a Stoic mindset. Applying the teachings of Stoic masters including Marcus Aurelius, Seneca, and Epictetus to the twenty-first century, Tuitert empowers readers to discover how Stoicism can change their lives and help them reach their full potential. With a gift for breaking down difficult concepts into practical applications, Tuitert distills thousands of years of Stoic philosophy into ten short principles, with an action item at the end of each chapter to help readers actualize theories. One step at a time, readers learn to develop a mindset that is both focused and relaxed, so that they can find fulfillment in a chaotic and unpredictable world. (shrink)

It is often noted that if someone has a tertiary degree in a scientific field who promotes an anti-science-establishment, antiscience, or pseudoscience agenda, they are very often engineers, dentists, surgeons or medical practitioners. While this does not mean that all members of these professions or disciplines are antiscience, of course, the higher frequency of pseudoscience among them is indicative of what I call the “deductivist mindset” regarding science itself. Opposing this is the “inductivist mindset”, a view that has (...) been deprecated among philosophers since Popper. Roughly, the deductivist mindset tends to see problems as questions that can be resolved by deduction from known theory or principle, while the inductivist sees problems as questions to be resolved by discovery. These form cognitive poles, which nobody ever purely instantiates, but a cognitive tendency to be a deductivist may explain why some people find results that conflict with prior theoretical commitments, whether scientific or not, unacceptable. The deductivist tends to be a cognitive conservative, where the inductivist tends to be a cognitive progressive, and the conservative mindset leads to a ressentiment about modernism, and hence about certain scientific results, more often, or so I shall argue in this chapter. (shrink)

In Learner Agency: Building the Mindset and Skill Set of Hope in Our Classrooms, author Bill Zima clarifies what student agency looks and sounds like in the classroom. Zima introduces a framework that K-12 educators can use to organize their instructional practice to create opportunities and the right conditions that give learners control over their thinking. When teachers deliberately plan and structure lessons with the goal of developing student agency, they shift away from simply delivering content to encouraging students (...) to become active participants in their learning. By reading Learner Agency, teachers and leaders will discover research-based strategies for supporting and cultivating students' ability to build agency within themselves. (shrink)

The present study investigated whether physical cleansing can reduce the mindset effect in problem-solving in two experiments. Both experiments followed the same procedure. In the first stage, participants formed a mindset through the Luchins’ water-jar task (Experiment 1) or the idiom maze task (Experiment 2). The second stage is cleansing manipulation. In Experiment 1, participants were asked to clean their hands with wipes (cleansing condition) or examine the packaging of the wipes (no-cleansing condition). In Experiment 2, participants were (...) asked to watch a washing-hands video (cleansing condition) or watch an examining-pen video (no-cleansing condition). At last, all participants completed the mindset effect test problems. The results showed that the participants in the cleansing condition were less affected by the mindset than those in the no-cleansing condition, indicating that physical cleansing reduced the mindset effect. Our results provide new evidence for the clean-slate effects and support the hypothesis that physical cleansing is an embodied process of psychological separation. (shrink)

The primary psychological process leading aggressive children to grow into dysfunctional adults is a defensive mindset, which encompasses a pattern of deviant social information processing steps, including hypervigilance to threat; hostile attributional biases; psychophysiological reactivity, experience of rage and testosterone release (in males); aggressive problem-solving styles; aggressogenic decision-making biases; and deficient behavioral skills. These processes are acquired in childhood and predict adult maladjustment outcomes, including incarceration and premature death. The antecedents of defensive mindset lie in early childhood experiences (...) of trauma and threat. The Fast Track (FT) intervention was designed to improve social competence in aggressive children. A randomized controlled trial demonstrated that FT is effective in preventing externalizing psychopathology; the primary mediating factor is the reduction of defensive mindset processes. This Element concludes with insights that defensive mindset might also explain dysfunction in other realms, including school culture, parenting, marriage, the workplace, intergroup relationships, politics, and international relations. (shrink)

This paper is presented as a performance between the two authors who are discussing the notion of daydreaming as a transitional space between their research interests in dreams and the semantic associations of conscious thought. The first half concerns the logical, rational awake mind when applied to an understanding of daydreaming as a bridge between one state and another. It investigates the idea of the interactive interface as a parallel with the daydream where both enable a middle ground, or safe (...) space for crossing-over. The difficulty highlighted through the performative reading of the paper is to keep focus without slipping into the interstitial state of a daydream. The paper gently drifts towards the second half, which explores understanding of dreamstates and the neuroscientific models of the unconscious brain. (shrink)

Relational reasoning is a hallmark of human higher cognition and creativity, yet it is notoriously difficult to encourage in abstract tasks, even in adults. Generally, young children initially focus more on objects, but with age become more focused on relations. While prerequisite knowledge and cognitive resource maturation partially explains this pattern, here we propose a new facet important for children's relational reasoning development: a general orientation to relational information, or a relational mindset. We demonstrate that a relational mindset (...) can be elicited, even in 4‐year‐old children, yielding greater than expected spontaneous attention to relations. Children either generated or listened to an experimenter state the relationships between objects in a set of formal analogy problems, and then in a second task, selected object or relational matches according to their preference. Children tended to make object mappings, but those who generated relations on the first task selected relational matches more often on the second task, signaling that relational attention is malleable even in young children. (shrink)

A growing body of literature supports that fixed intelligence mindset promotes the emergence of maladaptive emotional reactions, especially when self-threat is imminent. Previous studies have confirmed that in adverse academic situations, students endorsing fixed intelligence mindset experience higher levels of negative emotions, although little is known about the mechanisms through which fixed intelligence mindset exerts its influence. Thus, the present study proposed to investigate self-esteem as a mediator of this relationship in two different cultural contexts, in Hungary (...) and the United States. Structural equation modeling revealed that self-esteem fully mediated the relationship between fixed intelligence mindset and negative emotions. Furthermore, results of the invariance testing conferred preliminary evidence for the cross-cultural validity of the mediation model. These findings suggest that, students adhering to fixed intelligence beliefs tend to experience greater self-esteem loss when experiencing academic failure, which leads to higher levels of negative emotions. (shrink)

Human rights are conceived moral response of humanity to the experiences of gross violations of human rights. Yet, almost in every case we come across with such violations, we also witness a common and disturbing tendency to overshadow the arguments from human rights. Hence, human rights are not able to fulfill the very function we expect of them in the most pertinent cases. In our view, this is because of the mindset of the “political” that competes with the (...) class='Hi'>mindset of human rights for guiding human practices. This paper evaluates these two mindsets so as to show how spoiling impacts the mindset of the “political” has against the standpoint of human rights. We will then conclude that, if we are to hold out on the triumph of “the political” over human rights in the very cases, whereby we need appealing to human rights at most, we should renounce the main vestige of “the political” within international and national legal-normative frameworks. This vestige is principally the idea of “sovereignty”, which is the arch and peak concept of the mainstream political imaginary. (shrink)

School climate is a multidimensional construct of the quality of a student’s academic environment, often subsuming dimensions such as safety, instructional practices, social relationships, school facilities, and school connectedness. Positive school climate has beneficial effects on a wide range of adjustment variables in youth, including academic achievement, mental health, school attendance and graduation, and school-based behavior. Studies regarding school climate assessment have burgeoned in recent years but remain marked by limited sample sizes, narrow developmental levels, restricted items, unclear psychometric strength (...) across multiple demographic groups, and lack of integration with key student education contextual factors such as academic mindset and social emotional learning. The present study evaluated a comprehensive measure of aspects of school climate, academic mindset, and social emotional learning in a sample of 105,379 diverse students (Mage = 13.47 years; SD = 2.47). The 9-factor structure of the School Climate and Academic Mindset Inventory was supported via confirmatory factor analysis. A trimmed model displayed adequate goodness-of-fit for males and females, younger age groups, and European American, biracial/multiracial, Hispanic, Native American, and Native Hawaiian/Pacific Islander students. The trimmed model was slightly less strong for older age groups as well as for African American and Asian American students. The scale may be useful for assessing school climate interventions, longitudinal climate patterns, and school-based algorithms of future performance, though additional validation of the scale remains necessary. (shrink)