Growth mindsets and psychological distress: A meta-analysis

The Influence of Growth Mindset on the Mental Health and Life Events of College Students

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.

Effect of Growth Mindset on Mental Health Two Years Later: The Role of Smartphone Use

The negative association between the growth mindset and mental health problems suggests that prevention and intervention programs to improve mental health by targeting mindset may have potential clinical value. However, research on the longitudinal effect of mindset on adolescent mental health and its underlying mechanisms is lacking. Using a three-wave longitudinal design, we obtained data from a diverse sample of Chinese adolescents (n = 2543). Longitudinal multiple mediation models were constructed to examine the effects of the growth mindset on levels of anxiety and depression two years later. In addition, the mediating effects of smartphone use for entertainment and problematic smartphone use (PSU) were examined. After controlling for various covariates and the autoregressive effects of mental health problems, the growth mindset had significant negative effects on anxiety (β = −0.053, p = 0.004) and depression (β = −0.074, p < 0.001). Smartphone use had a significant mediating role in the effect of mindset on anxiety (β = −0.016, p < 0.001) and depression (β = −0.016, p < 0.001). The growth mindset has long-lasting positive effects on adolescent mental health. Smartphone use for entertainment and PSU mediate the effect of mindset on adolescent mental health.

Addiction recovery stories: John Nelson in conversation with Lisa Ogilvie

Purpose

This paper aims to explore the transition from addiction to recovery. It is the third in a series of recovery stories that examine candid accounts of addiction and recovery. Shared components of recovery are considered, along with the change and growth needed to support the transition.

Design/methodology/approach

The connectedness, hope, identity, meaning in life and empowerment (CHIME) framework comprises five elements important to recovery (connectedness, hope, identity, meaning in life and empowerment). It provides a standard to qualitatively study mental health recovery, having also been applied to addiction recovery. In this paper, an element for growth is included in the model (G-CHIME), to consider both recovery and sustained recovery. A first-hand account of addiction recovery is presented, followed by a semi-structured e-interview with the author of the account. This is structured on the G-CHIME model.

Findings

This paper shows that addiction recovery is a remarkable process that can be effectually explained using the G-CHIME model. The significance of each element in the model is apparent from the biography and e-interview presented.

Originality/value

Each account of recovery in this series is unique, and as yet, untold.

A longitudinal study of the impact of parental discipline on wellbeing among primary school students in China: The roles of school attachment and growth mindset

BACKGROUND

Various parental disciplinary strategies may have different impacts on children's wellbeing. Protective factors, such as school attachment and a growth mindset, may mitigate the influence of harsh discipline on a child's wellbeing.

OBJECTIVE

Based on the strengths-based trauma-informed positive education model, the current study investigated the impacts of three types of parental discipline (corporal punishment, psychological aggression, and nonviolent discipline) on primary school students' wellbeing and examined the moderating roles of school attachment and a growth mindset (both disjunctive and conjunctive moderating effects) in the relationship between parental discipline and student wellbeing.

METHODS

A sample of 854 primary school students (M = 9.40) from eight schools in Hong Kong, China, completed the questionnaire survey at two time points (Time 1 and Time 2), one year apart. Hierarchical regression analysis was applied for data analysis.

RESULTS

Parental psychological aggression at Time 1 (T1) was significantly and negatively related to student wellbeing at Time 2 (T2). Parental nonviolent discipline students' school attachment and growth mindset at T1 were significantly and positively correlated with student wellbeing at T2, when controlling for the students' initial wellbeing and important confounding demographic variables. School attachment moderated the association between parental psychological aggression and student wellbeing.

CONCLUSIONS

Parental psychological aggression has negative impacts while nonviolent discipline has positive impacts on primary school students' wellbeing. Students who are more attached to school and have a growth mindset show higher levels of wellbeing. The study provides further evidence of the role of school attachment in moderating the effect of parental psychological aggression on children's wellbeing in the trauma-informed positive education model.

The Role of General and Study-Related Intraindividual Factors on Academic Learning Outcomes under COVID-19: A Cross-Sectional and Longitudinal Analysis

Little is known about the intraindividual dispositional factors related to cognitive, behavioral, and emotional academic learning outcomes under COVID-19. This study investigated (i) the associations of intraindividual factors, some related to studying (motivation to learn, self-regulated learning, and study resilience), others more general (soft skills, intolerance of uncertainty) with three situational academic learning outcomes (general distress, online self-regulated learning, study-related emotions), and (ii) the effect of time, intraindividual factors, online self-regulated learning, and study-related emotions on distress and achievement over the following three exam sessions. A total of 331 university students took part in the study during the first Italian nationwide lockdown (T1; March–May 2020). Of those, 121 also completed at least one follow-up (T2: August 2020; T3: September 2020; T4: February 2021). At T1, study-related dispositions and soft skills were positively associated with online self-regulated learning and study-related emotions, while study-related dispositions were also negatively associated with general distress. Intolerance of uncertainty was associated positively with general distress and negatively with study-related emotions. Longitudinal effects of T2 and T3 for intolerance of uncertainty and study-related emotions were observed for distress, while those for T4 were study-related dispositions for achievement. Nurturing intraindividual factors can help students cope with a prolonged stressful situation such as a pandemic.

Addiction recovery stories: Neil Curran in conversation with Lisa Ogilvie

Purpose

This paper aims to explore the transition from addiction to recovery. It is the second in a series of recovery stories that examine candid accounts of addiction and recovery. Shared components of recovery are considered, along with the change and growth needed to support the transition.

Design/methodology/approach

The CHIME framework comprises five elements important to recovery (Connectedness, Hope, Identity, Meaning and Empowerment). It provides a standard to qualitatively study mental health recovery, having also been applied to addiction recovery. In this paper, an element for Growth is included in the model (G-CHIME), to consider both recovery, and sustained recovery. A first-hand account of addiction recovery is presented, followed by a semi-structured e-interview with the author of the account. This is structured on the G-CHIME model.

Findings

This paper shows that addiction recovery is a remarkable process that can be effectually explained using the G-CHIME model. The significance of each element in the model is apparent from the biography and e-interview presented.

Originality/value

Each account of recovery in this series is unique, and as yet, untold.

Does growth mindset benefit mental health in Asia? Evidence from Chinese students

Growth mindset has shown its unique potential in countering the growing prevalence of mental distress in the general population. However, the role culture plays in this process remains somewhat unanswered. In the current prospective study, we tested if early growth mindset of Chinese university students predicts less mental distress later, and how cultural values (i.e., individualism–collectivism, traditionality–modernity) affect the process. We found that growth mindset was prospectively predictive of mental conditions, and the positive effect of growth mindset was more salient among students endorsing lower collectivistic and higher modern cultural values. Our findings added evidence to the potential benefits of growth mindsets in an Asian context and highlighted the role of cultural values.

Complementary therapies in substance use recovery with pregnant women and girls

Objectives:

Supporting women and girls who are pregnant and experiencing substance use challenges is a high priority for researchers, clinicians, and policymakers. Complementary therapies (CTs) can be effective forms of treatment in some contexts and populations; however, research on the use of CTs in substance use recovery with pregnant women and girls is scarce. To fill this gap, we conducted a mixed methods study using survey data collected at a women’s recovery center in Canada. Our objectives were to describe CTs provided at the program; identify what CTs are perceived by participants as most/least positive; and explore factors that may impact participant experiences with CTs.

Methods:

We analyzed feedback responses from 255 women and girls ( Mage = 27.5 years, range 15–64) using Pearson chi-square tests, logistic regression, and inductive content analysis.

Results:

The most frequently provided CTs were yoga, energy-related activities (e.g. reiki, reflexology), and meditation. Among the most common CTs, participants provided the highest endorsements for massage and physical activity, and the lowest endorsements for yoga and drumming. Across CTs, whether participants looked forward to an activity contributed significantly to whether they found it helpful, would like to do it again, and planned to continue engaging in the activity after leaving the program. Four broad contextual factors were identified that may impact experiences and perspectives about CTs: (1) goodness of fit, (2) self-awareness, (3) growth, and (4) healing and holistic wellbeing.

Conclusions:

This study provides novel evidence on the potential impacts of CTs in substance use treatment for pregnant women and girls, and important contextual factors to consider when implementing these approaches.

Psychological distress and its influencing factors among psychiatric nurses in China: A cross-sectional study

BACKGROUND

Psychiatric nurses often face abuse, attacks, escape, suicides, and other situations related to the care of patients with mental disorders, which are more likely to induce psychological distress.

AIMS

This study aimed to examine the relationship between coping styles and psychological distress among Chinese psychiatric nurses in Shandong and the significance of sleep quality as a mediating factor.

METHODS

A total of 812 psychiatric nurses in Shandong, China, were investigated using the Psychological Distress Scale (K10), Simplified Coping Style Questionnaire (SCSQ), Pittsburgh Sleep Quality Index (PSQI) and self-compiled general information questionnaire.

RESULTS

Psychological distress was detected in 571 psychiatric nurses (70.3%). The psychological distress of psychiatric nurses was significantly different with respect to professional title (χ² = 10.627, P < 0.05) and shift work (χ² = 9.120, P < 0.01). Psychological distress positively correlated with negative coping style (r = 0.266, P < 0.01) and sleep quality (PSQIT) (r = 0.532, P < 0.01). A significant positive correlation was found between psychological distress and all dimensions of sleep quality (r = 0.158-0.456, P < 0.05). Professional title, positive coping style, negative coping style, sleep quality (PSQIT), subjective sleep quality, sleep disorder and daytime dysfunction predicted psychological distress in psychiatric nurses (R ² = 0.363, F = 65.343, P < 0.01). The relationship between negative coping style and psychological distress was partially mediated by sleep quality, with the mediating effect accounting for 37.97% of the total effect.

CONCLUSIONS

Psychiatric nurses have a high rate of psychological distress, which is closely related to coping styles, and sleep quality has a certain regulatory effect.

Addiction recovery stories: Jerome Carson in conversation with Lisa Ogilvie

Purpose

The purpose of this paper is to explore the accomplishments of those who realise addiction recovery. To the best of the authors’ knowledge, this is the first in a series of recovery stories, where candid accounts of addiction and recovery are examined. In doing so, shared components of recovery are considered, along with the change and growth necessary to facilitate it.

Design/methodology/approach

The CHIME (Connectedness, Hope, Identity, Meaning and Empowerment) framework comprises five elements important to recovery. It provides a standard to qualitatively study mental health recovery, having also been applied to addiction recovery. In this paper, an additional element for Growth has been introduced to the model (G-CHIME), to consider both recovery and sustained recovery. A first-hand account of addiction recovery is presented, followed by a semi-structured e-interview with the author of the account. This is structured on the G-CHIME model.

Findings

This paper shows that successful and sustained recovery from alcohol addiction can be effectively explained using the G-CHIME model. Each element was well represented in the described process of reaching recovery.

Originality/value

Each account of recovery in this series is unique, and as yet, untold.

The Influence of Health Mindset on Perceptions of Illness and Behaviors Among Adolescents

BACKGROUND

Health mindsets can be viewed on a continuum of malleability from fixed (health cannot be altered) to growth (health can be affected by behavior). We propose that mindsets may influence the health perceptions of healthy adolescents as well as the health behaviors of adolescents with a chronic illness.

METHODS

In Study 1, we surveyed healthy adolescents about their health mindsets and their judgments of illness in response to vignettes of fictional others. In Study 2, we measured the health mindsets and health behaviors of adolescents with type 1 diabetes RESULTS: In Study 1, healthy adolescents with a fixed health mindset were more likely to rate fictional others as being less healthy, less likely to recover, and more vulnerable to additional diseases. In Study 2, a growth mindset was associated with a greater frequency of glucose monitoring among younger, but not older, adolescents with type 1 diabetes. Further, growth mindset was associated with lower HbA1c levels for younger adolescents.

CONCLUSIONS

Health mindsets may shape views of the implications of illness or injury for overall health and, in adolescents with a chronic condition, may interact with age to influence health behaviors and outcomes.

Mindset Theory and School Psychology

Mindset theory is an achievement motivation theory that centers on the concept of the malleability of abilities. According to mindset theory, students tend to have either a growth mindset or a fixed mindset about their intelligence; students with a growth mindset tend to believe that intelligence is malleable, whereas students with fixed mindsets tend to believe that intelligence is unchangeable. As described in many empirical and theoretical papers, the mindset a student holds can influence important psychological and behavioral factors, including reaction to failure, persistence and level of effort, and expectations of success, which ultimately impact academic achievement. Importantly, mindsets can be changed, and interventions have been developed to promote a more growth mindset. A growth mindset allows students to view challenges as an opportunity for improvement, is linked to enjoyment of learning, and increases motivation in school. School psychologists are often working with students with learning differences and/or mental health concerns who are particularly at-risk for poor academic achievement, and researchers have demonstrated the important impact a growth mindset can have for these vulnerable students. School psychologists are well-positioned to incorporate mindset theory into the school environment in order to best support the students they serve. In this paper we provide a theoretical overview of mindset theory and mindset interventions, and specifically review the literature on mindset theory for individuals with learning disabilities and mental health challenges. We discuss how school psychologists can incorporate mindset theory into their practice to support the shift from a fixed to a growth mindset for all students.

Effectiveness of the online mindset intervention 'The Growth Factory' for adolescents with intellectual disabilities

BACKGROUND

This study examines participant satisfaction and effectiveness of the online mindset intervention 'The Growth Factory' (TGF) for youth with intellectual disabilities using a randomised controlled trial design.

METHOD

Youth with mild to borderline intellectual disabilities (N = 119; 12-23 years) were randomly assigned to TGF (n = 60) or control group (n = 59). Primary outcome measures were mindsets and perseverance. Secondary outcomes were empowerment, mental health problems, self-esteem, treatment motivation, therapeutic alliance and challenge seeking. Measurements were conducted at pre-test, post-test and at 3 and 6 months follow-up.

RESULTS

TGF had positive effects on perseverance, mental health problems, self-esteem and therapeutic alliance at post-test. TGF had follow-up effects on mental health problems (3 months), mindset of intelligence (3 and 6 months) and mindset of emotion and behaviour (6 months).

CONCLUSIONS

TGF offers a promising add-on intervention complementing usual care programmes accelerating improvements in mindsets and mental health in youth with intellectual disabilities.

The Impact of Mindset on Self-Tracking Experience

Self-tracking technologies aim to offer a better understanding of ourselves through data, create self-awareness, and facilitate healthy behavior change. Despite such promising objectives, very little is known about whether the implicit beliefs users may have about the changeability of their own behavior influence the way they experience self-tracking. These implicit beliefs about the permanence of the abilities are called mindsets; someone with a fixed mindset typically perceives human qualities (e.g., intelligence) as fixed, while someone with a growth mindset perceives them as amenable to change and improvement through learning. This paper investigates the concept of mindset in the context of self-tracking and uses online survey data from individuals wearing a self-tracking device (n = 290) to explore the ways in which users with different mindsets experience self-tracking. A combination of qualitative and quantitative approaches indicates that implicit beliefs about the changeability of behavior influence the extent to which users are self-determined toward self-tracking use. Moreover, differences were found in how users perceive and respond to failure, and how self-judgmental vs. self-compassionate they are toward their own mistakes. Overall, considering that how users respond to the self-tracking data is one of the core dimensions of self-tracking, our results suggest that mindset is one of the important determinants in shaping the self-tracking experience. This paper concludes by presenting design considerations and directions for future research.

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

This study aimed to assess the congruencies and discrepancies between mindset domains in relation to well-being and sought to demonstrate that mindset falls into the characteristic adaptation level of personality. Data (N = 618, M age = 16.07, SD age = 0.99) from Wave 1 of a longitudinal study on primarily ethnic-minority adolescents were used in response surface analyses to examine the effects of (in)congruence on well-being. The response surface analyses suggested no overall congruence effect between moral and ability mindsets. However, two-thirds of the participants demonstrated differing levels of mindsets, highlighting the domain specificity of mindsets. Results suggest that mindsets are contextual, domain-specific constructs, suiting the characteristic adaptation level of personality. Congruence for moral and ability mindset does not affect adolescent well-being.

Longitudinal associations between emotion malleability beliefs and avoidance in college students

Emotion malleability beliefs, or beliefs that emotions are changeable versus fixed, may be an important and modifiable determinant of emotion regulation strategy employment and psychological distress. The present study evaluated the prospective relationship between college students' emotion malleability beliefs, depression and anxiety symptom severity, cognitive and behavioural avoidance, social engagement, and cognitive reappraisal. Participants were college students (N = 177) who completed a battery of questionnaires at the beginning of the academic year and again at a 6-month follow-up. Linear regression analyses indicated that emotion malleability beliefs predicted anxiety and depression, although this effect was not found when controlling for baseline symptom severity. Increases in emotion malleability beliefs were associated with more cognitive reappraisal and less cognitive and behavioural avoidance at follow-up when controlling for baseline levels of each variable. To the extent that emotion malleability beliefs predicted less avoidance at follow-up, anxiety and depression symptom severity was lower. Results suggest that emotion malleability beliefs predict avoidance and related psychological outcomes across the academic year.

A review to characterise and map the growth mindset theory in health professions education

INTRODUCTION

Growth mindset is a motivation theory proposed by Carol Dweck that posits our beliefs about intelligence, and the ability to change mindsets can have impacts on how we approach challenges, respond to criticism challenges and orient our goals. This study characterised articles on growth mindset theory in health professions education to: summarise the aspects of growth mindset being researched, describe the discussed benefits of growth mindset theory and outline strategies discussed that may promote a growth mindset.

METHODS

A systematic review of the literature yielded 4927 articles-articles were reviewed and excluded if they were outside of health professions education and did not discuss Dweck's growth mindset theory. The final review yielded 14 research articles and 13 commentaries, which were characterised and analysed using content analysis.

RESULTS

The included articles were published in 2016 and beyond; the articles represented a diverse context, participant type and approach. Most research studies measured participant mindsets and evaluated the correlation with other variables (eg grit, well-being, anxiety). Articles often highlighted benefits and strategies to promote a growth mindset at the learner, educator and organisation level. The most common learner benefits were to help them be more receptive to feedback as well as increased resiliency and perseverance, educator benefits focused on supporting collaborative relationships and safe learning environments. The most prevalent strategies discussed were teaching learners about growth mindset theory, shifting faculty feedback to emphasise effort and to prioritise feedback across the organisation.

CONCLUSION

The growth mindset framework has been shown in other fields to help others manage educational challenges and enhance learning environments. Researchers are encouraged to explore how interventions such as teaching about and prioritising a growth mindset can support learners, health care professionals, educators and organisations.

An enhanced psychological mindset intervention to promote adolescent wellbeing within educational settings: A feasibility randomized controlled trial

OBJECTIVE

This randomized controlled trial feasibility study aimed to investigate a single-session mindset intervention, incorporating third-wave constructs, within educational settings as a universal tool to promote emotional wellbeing.

METHOD

Eighty adolescents (age M = 16.63) were randomized to the 30-min computer intervention or a usual curriculum waitlist. Outcome measures were administered at baseline, posttreatment, 4-week, and 8-week follow-ups.

RESULTS

Student feedback about the intervention and trial procedure was mainly positive. Participants engaged with the intervention content and data were suggestive of possible small-large intervention effects for targeted mechanisms of personality mindset and psychological flexibility. Between-group differences over time across wellbeing outcomes of self-compassion, self-esteem, low mood, and anxiety also yielded some promising results, though assessments of reliable change were less clear. No harm was reported.

CONCLUSIONS

The intervention and study design were deemed feasible, though areas for improvement were noted. A full-scale trial to determine effectiveness is warranted.

Mindsets in the clinic: Applying mindset theory to clinical psychology

Beliefs about the malleability of attributes, also known as mindsets, have been studied for decades in social-personality psychology and education. Here, I review the many applications of mindset theory to clinical psychology and psychotherapy. First, I review social psychological and cognitive neuroscience evidence that mindsets and mindset-related messages are, to a large extent, focused on emotional tolerance. Specifically, the growth mindset, or the belief that attributes are malleable, encourages confronting and tolerating anxiety, frustration, and disappointment in healthy and adaptive ways that promote resilience, whereas the fixed mindset and related messages discourage the experience of these emotions and often leads to helplessness. Second, I review the emerging research on the anxiety mindset and discuss its relevance to clinical work. A model is proposed illustrating connections between mindsets, emotion regulation strategies, treatment preferences, and outcomes. Case examples are used to illustrate practical applications. I conclude that mindsets can inform psychotherapy, research, and public policy.

What can be learned from growth mindset controversies?

The growth mindset is the belief that intellectual ability can be developed. This article seeks to answer recent questions about growth mindset, such as: Does a growth mindset predict student outcomes? Do growth mindset interventions work, and work reliably? Are the effect sizes meaningful enough to merit attention? And can teachers successfully instill a growth mindset in students? After exploring the important lessons learned from these questions, the article concludes that large-scale studies, including preregistered replications and studies conducted by third parties (such as international governmental agencies), justify confidence in growth mindset research. Mindset effects, however, are meaningfully heterogeneous across individuals and contexts. The article describes three recent advances that have helped the field to learn from this heterogeneity: standardized measures and interventions, studies designed specifically to identify where growth mindset interventions do not work (and why), and a conceptual framework for anticipating and interpreting moderation effects. The next generation of mindset research can build on these advances, for example by beginning to understand and perhaps change classroom contexts in ways that can make interventions more effective. Throughout, the authors reflect on lessons that can enrich metascientific perspectives on replication and generalization. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Healthy Body, Healthy Mind: A Mindset Intervention for Obese Youth

As growth mindset intervention research continues to develop, more work is needed to understand how to most effectively implement these interventions to encourage healthy cognitions and behaviors. The present study details the initial testing of a single-session, online mindset intervention (Healthy Body, Healthy Mind) for obese children and adolescents enrolled in obesity treatment clinics. Using a pre to post-test design, results indicated that growth mindsets of health and cognitions related to health behavior (nutrition and exercise self-efficacy and perceived control) increased significantly. However, despite efforts to mitigate feelings of culpability, blame also increased from pretest to post-test. Yet, body dissatisfaction decreased significantly. Intrinsic value for health behaviors remained unchanged from pretest to post-test. Analysis of narratives suggests that youth were engaged with the intervention content. Additionally, when youth's narratives incorporated themes related to the changeable nature of the attribute, they also self-reported stronger growth mindsets. In the discussion, we note implications of findings for the development of large-scale health-based growth mindset interventions that are developmentally-appropriate for children and adolescents.