Set your mind on it: The mediating role of mindset in the relationship between a learning-from-error climate and work-related flow

Caniëls, Marjolein C.J.; Adamska, Katarzyna; Oortmerssen, Lise A. van; Assen, Marcel F. van

doi:10.1007/s12144-021-01572-3

Cited by 5 publications

(3 citation statements)

References 76 publications

(105 reference statements)

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“…Cognitive energy investment mainly refers to selective attention and processing of information related to a task or activity (Kahn, 1990). This does not necessarily imply “flow” (Csikszentmihalyi & Csikszentmihalyi, 1988), which has been defined and measured primarily in terms of a high degree of concentration and interest in an activity, hence representing a unique “peak” in cognitive absorption (Caniëls et al, 2021; May et al, 2004). In other words, a state of flow indicates the highest level of cognitive energy investment, but cognitive energies can be invested without experiencing flow.…”

Section: Engagement As a Multidimensional Constructmentioning

confidence: 99%

Engagement in digital interventions.

Nahum‐Shani¹,

Shaw²,

Carpenter³

et al. 2022

American Psychologist

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The notion of “engagement,” which plays an important role in various domains of psychology, is gaining increased currency as a concept that is critical to the success of digital interventions. However, engagement remains an ill-defined construct, with different fields generating their own domain-specific definitions. Moreover, given that digital interactions in real-world settings are characterized by multiple demands and choice alternatives competing for an individual’s effort and attention, they involve fast and often impulsive decision-making. Prior research seeking to uncover the mechanisms underlying engagement has nonetheless focused mainly on psychological factors and social influences and neglected to account for the role of neural mechanisms that shape individual choices. This article aims to integrate theories and empirical evidence across multiple domains to define engagement and discuss opportunities and challenges to promote effective engagement in digital interventions. We also propose the affect–integration–motivation and attention–context–translation (AIM–ACT) framework, which is based on a neurophysiological account of engagement, to shed new light on how in-the-moment engagement unfolds in response to a digital stimulus. Building on this framework, we provide recommendations for designing strategies to promote engagement in digital interventions and highlight directions for future research.

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Section: Engagement As a Multidimensional Constructmentioning

confidence: 99%

Engagement in digital interventions.

Nahum‐Shani¹,

Shaw²,

Carpenter³

et al. 2022

American Psychologist

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“…As our study highlights the importance of positive emotions for idea generation and promotion, managers may want to stimulate a positive organizational climate that instigates positive feelings among employees. For instance, organizational climates that are oriented on learning from errors and stimulating a growth mindset in employees have been found to encourage work‐related flow experiences and thereby positive emotions (Caniëls et al, 2020; Losada & Heaphy, 2004). In a similar vein, scholars in the area of organizational learning have pointed out that an organizational climate that harbours continuous improvement mechanisms such as, for instance, an open discussion of issues and problems may reduce the emotional impact of errors and failure (Keith & Frese, 2005; Van Dyck et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

Trait resilience instigates innovative behaviour at work? A cross‐lagged study

et al. 2022

Self Cite

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Being able to deal with change and setbacks at work is a major reason why many people generate, promote and implement new ideas at work, supporting organizations in their strive for success including innovation outcomes. Yet, surprisingly little research has examined the underlying mechanisms through which trait resilience influences innovative behaviour at work. Drawing upon control theory in conjunction with the affect‐as‐information perspective, we theorize why resilience as a core personality trait affects innovative behaviour at work. Performing cross‐lagged analyses on two‐wave data, our analyses demonstrate that resilience positively relates to employees' innovative work behaviour due to increased levels of positive emotions. We conclude that being able to deal with change and setbacks at work generates a powerful pool of emotions that can boost innovative behaviour at work, offering meaningful implications for research on innovation and the dynamics of personality and emotions at work.

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“…However, these factors alone may not successfully influence the adoption of advanced teaching innovations if not supported by the willingness of teachers to embrace new innovative approaches. The mindset of teachers plays a crucial role in determining whether or not they are willing to adopt innovative and renewed work approaches (Caniëls et al, 2023). Despite the significance, the impact of teacher mindset in connecting various factors that influence DDI practices has not been adequately explored.…”

Section: Introductionmentioning

confidence: 99%

Unlocking Classroom Potential: Exploring the Mediating Role of Teacher Mindset on Embracing Differentiated Instruction

Hasanah,

Al Ghazy,

Suyatno

et al. 2023

IJLTER

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Differentiated Digital Instruction (DDI) is a viable solution to cater to students' personalised learning needs in 21st-century education. Despite the numerous benefits associated with this model, not every teacher has the capability or willingness to adopt it, primarily because of its perceived complexity. This research examines the direct and indirect relationship between teacher knowledge about digital differentiated learning and the availability of digital infrastructure in schools on implementing digital differentiated learning through the mediating role of teacher mindset through structural equation modelling. This study was conducted among junior high school teachers in West Sumatra, Indonesia. A simple random sampling technique was used for data collection. The collection and sample size consisted of 161 participants. The data analysis process was carried out using SmartPLS 4 Structural Equation Modelling (SEM) analysis. These findings contribute to the idea that the teacher's mindset is a mediator between digital differentiated learning and the availability of digital infrastructure for implementing digital differentiated learning. This research is helpful for school principals to prioritise developing teacher mindsets first before instructing the implementation of digital differentiated learning in schools. As this study highlighted the importance of this subject, it also emphasised the need for further exploration of additional factors regarding the implementation of the digital differentiated instruction model.

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Set your mind on it: The mediating role of mindset in the relationship between a learning-from-error climate and work-related flow

Cited by 5 publications

References 76 publications

Engagement in digital interventions.

Engagement in digital interventions.

Trait resilience instigates innovative behaviour at work? A cross‐lagged study

Unlocking Classroom Potential: Exploring the Mediating Role of Teacher Mindset on Embracing Differentiated Instruction

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