Implicit theories of personal and social attributes: Fundamental mindsets for a science of wellbeing

Howell, Andrew J.

doi:10.5502/ijw.v6i3.529

Cited by 25 publications

(17 citation statements)

References 55 publications

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“…Studies on mindset have generally argued that those with a growth mindset will perceive social and personal attributes as changeable, will have more positive emotional experiences and thus will have higher levels of thriving, flourishing and fulfillment [5,6]. However, more recent research has revealed that the positive results of growth mindset require certain contexts in which these positive outcomes could be possible [7].…”

Section: Introductionmentioning

confidence: 99%

Flourishing Women through Sustainable Tourism Entrepreneurship

Ertac

Tanova

2020

Sustainability

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As a small island in the Mediterranean Sea, Cyprus must develop a sustainable tourism model. Although the ongoing political problems in Cyprus provide additional challenges, the number and activities of women ecotourism entrepreneurs demonstrated an inspiring growth over the last decade in the northern part of Cyprus. The well-being and flourishing of these women entrepreneurs influence their participation and further involvement in the sector. Psychological empowerment plays a significant role in achieving a flourishing society, and our results reveal that ecotourism can be used to create positive change in women’s lives. We study how the mindsets and flourishing levels of these ecotourism entrepreneurs are related and how empowerment can change the direction of this relationship. Our research model was developed based on the self-Determination theory. Surveys were distributed to 200 women ecotourism entrepreneurs in rural areas of Northern Cyprus. We demonstrate that women who have growth mindsets, i.e., those that believe people’s characteristics such as abilities are not fixed, experience lower levels of flourishing, perhaps contrary to what some might expect. This result may be due to the presence of gender inequality and may be an outcome of living in a region where a frozen conflict places additional external constraints on women entrepreneurs. However, as we predict, psychological empowerment changes the direction of this relationship. When psychological empowerment is high, women with a higher level of growth mindset experience a greater level of flourishing, even in an unfavorable context. This is the first study which analyzes women ecotourism entrepreneurs in Northern Cyprus. Moreover, this is the first study that focuses on the relationship between growth mindset, flourishing and psychological empowerment. The results can be used by governmental and non-governmental organizations as a source in their decision-making processes while managing and coordinating microfinance opportunities for rural development to support women’s empowerment and well-being.

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Section: Introductionmentioning

confidence: 99%

Flourishing Women through Sustainable Tourism Entrepreneurship

Ertac

Tanova

2020

Sustainability

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“…Past studies have mostly focused on students' beliefs about intelligence (Blackwell et al 2007;Yeager and Dweck 2012). Students' beliefs that intelligence could be improved (growth mindset) predicted more positive outcomes than beliefs that it cannot be improved (fixed mindset) (Howell 2016;Komarraju and Nadler 2013).…”

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confidence: 99%

Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement

et al. 2020

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Research on mindsets have mostly focused on students' beliefs about the malleability of their intelligence. However, past studies have not explored how teachers' beliefs about the malleability of their teaching ability is associated with teaching emotions and work engagement. Akin to intelligence mindsets, teachers might also hold either a fixed or growth mindset towards their teaching ability. We tested a model wherein teachers' emotions (i.e., enjoyment, anger, and anxiety) mediated the relationship between mindsets about teaching ability and engagement. A total of 547 teachers (M age = 39, SD age = 8.63 years; 89.6% female) completed questionnaires on mindsets about teaching ability, emotions, and work engagement. Results showed that holding a growth mindset about one's teaching ability positively predicted enjoyment, which in turn, predicted engagement. Theoretical and practical implications are discussed.

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“…Theory of Self (Dweck, 1999; Dweck and Leggett, 1988) offers a cognition-affect-behaviour model suggesting individuals’ ‘implicit theories’ (deeply held beliefs) have important implications for their psychological functioning (Dweck et al, 1995). According to the model, children’s wellbeing and achievement are likely to be associated with the mindsets they adopt and learning goals they endorse (Duckworth et al, 2012; Howell, 2016; Yeager and Dweck, 2012). Children’s Theory of Self internally manifests as one of two types of mind-set: a fixed mindset (whereby, children believe they are made up of fixed traits), or a growth mindset (whereby, children believe that they are made up of changeable traits that they are capable of improving).…”

Section: Existing Evidence and Unexplored Landmentioning

confidence: 99%

Children’s wellbeing and their academic achievement: The dangerous discourse of ‘trade-offs’ in education

Clarke

2020

Theory and Research in Education

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Research conducted in England over the last decade has documented sustained, significant decreases in children’s wellbeing. While recent changes to curriculum policy promoting children’s wellbeing have been introduced, a notable feature of the discourse surrounding the promotion of children’s wellbeing is that wellbeing is regarded as opposed to, or in tension with, children’s academic achievement. Recently, Gabriel Heller-Sahlgren proposed that there is an inevitable ‘trade-off’ between children’s ‘wellbeing’ and their academic achievement. Using PISA 2012 data, Heller-Sahlgren argues that pupil happiness and high achievement do not go hand in hand; implying policymakers have a decision to make about which they uphold as the priority. In this article, I discuss the theoretical assumptions underpinning transnational comparisons of children’s wellbeing and review evidence from psychology and education to ascertain whether a trade-off is empirically supported. I argue that far from being incompatible, children’s wellbeing and achievement are positively associated. However, this relationship is not straightforward and requires careful disentangling of the hedonic and eudaimonic components of wellbeing. I underline four main gaps in current knowledge of the wellbeing-achievement relationship to date: the need for (1) multidimensional conceptualisation and measurement of wellbeing, (2) exploration of mediating mechanisms/constructs explaining the wellbeing-achievement relationship, (3) objective operationalisation of achievement, and (4) investigation of developmental differences. To conclude, I argue that when making policy recommendations researchers should avoid ‘all or nothing’ thinking which lures governments into false dichotomies.

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Implicit theories of personal and social attributes: Fundamental mindsets for a science of wellbeing

Cited by 25 publications

References 55 publications

Flourishing Women through Sustainable Tourism Entrepreneurship

Flourishing Women through Sustainable Tourism Entrepreneurship

Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement

Children’s wellbeing and their academic achievement: The dangerous discourse of ‘trade-offs’ in education

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