Mindset as Characteristic Adaptations: Using Response Surface Analysis to Assess Mindset in the Personality System

Ratchford, Juliette L.; Williams, Emily G; Bishara, Leanne; Houltberg, Benjamin J; Schnitker, Sarah A.

doi:10.3389/fpsyg.2021.701510

Cited by 5 publications

(4 citation statements)

References 62 publications

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“…Mindset studies generally measure mindset in a domain-specific manner (e.g., intelligence, math ability, personality, morality, and anxiety; Blackwell et al, 2007; Degol et al, 2018; Han et al, 2018; Ratchford et al, 2021; Schroder et al, 2017). However, some authors discussed the idea of an overarching, global mindset, which encompasses a general belief about growth (Lewis et al, 2021; Petscher et al, 2017).…”

Section: Study 6: Mindfulness Mindset Changes Across Countries As The...mentioning

confidence: 99%

“Mindfulset”—Harnessing or unleashing learning potential through mindfulness mindset.

Orosz,

Török,

Takacs

et al. 2024

Journal of Educational Psychology

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This research introduces the "Mindfulness Mindset Scale," a concise and reliable tool designed to measure beliefs about the malleability of mindfulness skills. Study 1 (N = 285) revealed a single-factor structure through exploratory factor analysis, further validated in Study 2 (N = 286) using confirmatory factor analysis. Studies 3a (N = 266) and 3b (N = 320) revealed associations between the Mindfulness Mindset Scale and other measures of mindset, trait mindfulness, and coping, showing reasonable convergent and divergent validity. Study 4 (N = 470) showed the predictive validity of the mindfulness mindset, being correlated with behavioral persistence, effort, resilience, challenge-seeking, and academic grades. Study 5 (N = 320) supported the academic correlates of malleable beliefs of mindfulness beyond the mental health factors from Study 3 in two countries. In Study 6 (N French = 613, N Hungarian = 524), we demonstrated that a well-established learning mindset intervention can lead to changes in mindfulness mindset in two national contexts. Finally, a brief mindfulness mindset intervention designed for Study 7 (N = 208) also led to changes in malleability beliefs about mindfulness skills. These behavioral results suggest that beliefs about mindfulness being malleable are a novel construct distinct from trait mindfulness. Such beliefs are related to adaptive psychological mechanisms relevant in educational contexts, considering students' coping, mastery behavior, and academic performance. Importantly, these beliefs can be modified by brief interventions. Educational Impact and Implications StatementThis research underscores how beliefs about the malleability of mindfulness can influence educational outcomes. A brief, valid, and reliable measure can assess these beliefs. Besides grade point average, this survey can also predict mastery behaviors like resilience, effort, perseverance, challenge-seeking, and academic grades. The study also found that these beliefs can be changed through psychologically wise interventions focused on learning and mindfulness. Rod D. Roscoe served as action editor. Gábor Orosz https://orcid.org/0000-0001-5883-6861 Gábor Orosz was supported by the Northern French Strategic Dialogue (Phases 1 and 2), STaRS, and Chaire de Professeur Junior Grants. Special thanks to the Schmidt Foundation postdoc grant that made it possible to study the links between growth mindset and mindfulness at Stanford University. Ethics approval was provided by the Institutional Ethical Board of Eötvös Loránd University (2015/50, 2016/39). All participants provided written informed consent prior to participation in the study. The authors declare that they have no conflicts of interest. The data and the analytics that support the findings of this study are available online: https://osf.io/ e6nrg/?view_only=c1d074f14d55485c924ab3896b811247.

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Section: Study 6: Mindfulness Mindset Changes Across Countries As The...mentioning

confidence: 99%

“Mindfulset”—Harnessing or unleashing learning potential through mindfulness mindset.

Orosz,

Török,

Takacs

et al. 2024

Journal of Educational Psychology

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“…Middle-level managerial capabilities in the Central Kalimantan Regional Police can also be referred to as relevant role capabilities for members who hold managerial positions at each level of the Resort Police and Sector Police. Managerial capability is a special part of impact and influence, expressing the intention to have a certain specific influence (Ratchford, et. al., 2021).…”

Section: )mentioning

confidence: 99%

Middle-level management capability in Central Kalimantan Regional Police

Santosa,

Thalib,

Suhariadi

et al. 2024

TSSJ

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Middle-level managerial capabilities in the Central Kalimantan Regional Police could also be referred to as relevant role capabilities for members who hold managerial positions at each level of the Resort Police and Sector Police. The Middle Officer's capabilities consisted of the quality of impact and influence ability, achievement drive, cooperation, analytical thinking, initiative, developing others, self-confidence, understanding others, direction/assertiveness, information seeking, team leadership, conceptual thinking, organizational awareness and fostering relationships, and specific knowledge capabilities. This study aimed to analyze middle-level management capability in Central Kalimantan Regional Police. Police as a modern organization in general also expect to have human resources who were proactive and show initiative, had responsible for their own professional development, and committed to high quality performance standards. Police in middle-level management capabilities were qualities and actions that the main characteristics of professional people at the level of Middle Officers. The conclusion of this study explained that the development of middle-level management capabilities in the human capital personnel of the Central Kalimantan Regional Police, especially at the Resort Police level, was one of the main focuses for balancing external developments that adapted to internal conditions within the police institution. external developments which were bureaucratic reforms carried out and seeing these challenges, while internal conditions in the form of the institution's ability to map personnel and direct human capital capabilities to be able to win the competition and demands for quality police performance also require serious efforts to make it happen because the performance The current police bureaucracy was suspected to have not shown optimal performance.

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“…Few studies assessed mindset alongside personality traits. The scant existing research suggests that correlations between implicit theories and the Big Five traits were small or negligible (e.g., Burnette & Pollack, 2013; Ratchford et al, 2021; Spinath et al, 2003). Only notable correlations were reported in Satchell et al’s (2017).…”

Section: Present Researchmentioning

confidence: 99%

“…Personality traits focus on individual differences in general tendencies that are across contexts and time (Furr, 2009), whereas implicit beliefs attend to contextual influences and are conceptualized in terms of domain specificity (e.g., ability, intelligence, morality). Mindset may psychologically exhibit itself as a characteristic adaptation of personality (Ratchford et al, 2021). Personality traits have been considered as behavior "generators" (Mõttus, 2016) and therefore could be argued to have an impact on the way individuals think about their abilities.…”

Section: Present Researchmentioning

confidence: 99%

Exploring the Relations Between Personality, Implicit Theories, and Subjective Well-Being Among High-Ability Undergraduate Students

Mammadov

Ward

2022

Gifted Child Quarterly

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Personality plays a powerful role in predicting how individuals react to life events and evaluate their overall well-being. Similarly, implicit beliefs of ability determine the ways individuals react to experiences of success and failure. The present article reports the findings from two studies on the relationships between personality, implicit theories of ability, and subjective well-being among high-ability university students. Study 1 employed a variable-centered approach to examine well-being in relation to individual differences in Big Five personality traits and implicit theories. Study 2 moved beyond a variable-oriented focus to explore personality profiles among another (but similar) sample of high-ability adolescents through a person-centered analytic approach and identify associations of the emerging profiles with well-being and implicit theories. Findings were discussed in light of replicable personality prototypes and in relationship to previous research with high-ability students.

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Mindset as Characteristic Adaptations: Using Response Surface Analysis to Assess Mindset in the Personality System

Cited by 5 publications

References 62 publications

“Mindfulset”—Harnessing or unleashing learning potential through mindfulness mindset.

“Mindfulset”—Harnessing or unleashing learning potential through mindfulness mindset.

Middle-level management capability in Central Kalimantan Regional Police

Exploring the Relations Between Personality, Implicit Theories, and Subjective Well-Being Among High-Ability Undergraduate Students

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