Helpful but insufficient: Incremental theory on challenge-confronting tendencies for students who fear being laughed at

Getting into the university track: Parents’ implicit theories about ability predict which type of secondary school their children are tracked into

The few studies about whether parents’ implicit theories about ability (ITs) predict their children’s academic success and relevant parental behavior have produced mixed results. In response, research suggested that parents’ ITs might be more important in contexts that make children’s intellectual potential salient. Therefore, we investigated the role of parents’ ITs in such a situation: After fourth grade in Bavaria, Germany, students are tracked into one of three secondary school types (one university-track and two non-university-track) depending on their grades (in mathematics, German, and basic science). First, we examined if parents’ ITs predicted whether their children achieved the required grade average for a university-track school (that requires the highest grades). Second, because not all parents whose children achieved this threshold sent them to university-track schools, we investigated among the parents whose children had achieved the university-track threshold grade average whether parents’ ITs predict their track choice. Participants were 578 fourth-graders and their parents. Parents’ educational level was controlled for in all analyses. As expected, children of parents with a more incremental theory were more likely to achieve the university-track threshold grade average. For those children who achieved that threshold, parents with a more incremental theory were more likely to actually send their children to university-track schools. This effect was moderated by grade average. These results suggest that parents’ ITs may indeed be more important in contexts that make children’s intellectual potential salient, such as tracking decisions—especially if children’s achievement raises even slight doubts about whether they will succeed.

Cultural Differences in How People Deal with Ridicule and Laughter: Differential Item Functioning between the Taiwanese Chinese and Canadian English Versions of the PhoPhiKat-45

The PhoPhiKat-45 measures three dispositions toward ridicule and laughter, including gelotophobia (i.e., the fear of being laughed at), gelotophilia (i.e., the joy of being laughed at), and katagelasticism (i.e., the joy of laughing at others). Despite numerous cultural adaptations, there is a paucity of cross-cultural studies investigating measurement invariance of this measure. Undergraduate students from a Canadian university (N = 1467; 71.4% females) and 14 universities in Taiwan (N = 1274; 64.6% females) completed the English and Chinese PhoPhiKat-45 measures, respectively. Item response theory and differential item functioning analyses demonstrated that most items were well-distributed across the latent continuum. Five of 45 items were flagged for DIF, but all values had negligible effect sizes (McFadden's pseudo R² < 0.13). The Canadian sample was further subdivided into subsamples who identified as European White born in Canada (n = 567) and Chinese born in China, Hong Kong, or Taiwan (n = 180). In the subgroup analyses, no evidence of DIF was found. Findings support the utility of this measure across these languages and samples.

The impact of implicit theories on resilience among Chinese nurses: The chain mediating effect of grit and meaning in life

Implicit theories refer to assumptions people hold about different domains, also known as mindsets. There are two implicit theories on the malleability of one’s ability: entity theory and incremental theory. They constrain and regulate people’s understanding and responses to an individual’s behavior, leading to different social cognitive patterns and behavioral responses. Resilience is a positive adaptation in highly stressful situations that represents mechanisms for coping with and transcending difficult experiences, i.e., a person’s ability to successfully adapt to change, resist the adverse effects of stressors, avoid significant dysfunction, and be chronically affected by considered a protective factor for mental health. Although previous studies showed that individuals’ implicit theories are associated with resilience, this relationship has received little attention in the nursing population. It is unclear which variables may contribute to explaining the relationship between implicit theories and resilience. Therefore, the current study aims to deeply explore the relationship between implicit theories and the resilience of Chinese nurses. In addition, we also seek to demonstrate the chain mediating effects of grit and meaning in life on this relationship. We surveyed 709 Chinese nurses through online questionnaires using the self-made demographic questionnaire, the Implicit Theories Scale, the Short Grit Scale, the Meaning in Life Questionnaire, and the 10-item Connor-Davidson Resilience Scale. After controlling for demographic variables such as age, gender, educational background, marital status, professional title, and working years, the results reveal positive associations between Chinese nurses’ implicit theories and their resilience, and grit and meaning in life play a partial mediating role in this relationship, respectively. Furthermore, grit and meaning in life play a chain mediating role between implicit theories and resilience. These findings contribute to understanding the psychological impact mechanism of implicit theories on nurses’ resilience and provide a theoretical basis for nursing managers to formulate strategies to improve nurses’ psychological resilience.

Information and Communication Technology and Organizational Performance During Covid-19 Pandemic: The Role of Organizational Commitment, Growth Mindset, and Entrepreneurial Orientation

The purpose of this study is to assess how information and communication technology (ICT) adoption influences organizational performance (OP) during the Covid-19 pandemic by highlighting psychometric variables such as employees’ organizational commitment (OC), growth mindset (GM), and entrepreneurial orientation (EO). Based on the complementarity theory, we built a theoretical framework where OC, GM, and EO mediate the influence of ICT on OP and tested hypotheses proposed. Responses of 297 employees from agriculture cooperatives in Côte d’Ivoire were obtained on the basis of questionnaires which composed the data for this study. The empirical analysis affirmed the significant and positive effect of ICT adoption on OP, and the significant mediating effect of OC and GM in the relationship between ICT adoption and OP. However, the role of EO in mediating the influence of ICT adoption on OP is insignificant. This research increases understanding of the underlying process of the relationship between ICT adoption and organizational performance during the Covid-19 pandemic.

Growth Mindset and College Students' Learning Engagement During the COVID-19 Pandemic: A Serial Mediation Model

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.

Extraversion Is a Mediator of Gelotophobia: A Study of Autism Spectrum Disorder and the Big Five

Previous research has shown that individuals with autism are frequently mocked in their childhood and are consequently more anxious about being ridiculed. Research has also shown that autistic individuals have a higher level of gelotophobia (fear of being laughed at) compared to typically developed individuals. However, recent studies have also found that gelotophobia is strongly related to personality, which suggests that personality is a factor that helps to create a higher level of gelotophobia in autistic individuals. To investigate whether this is the case, we recruited 279 Taiwanese high school students, 123 with autism spectrum disorder (ASD) and 156 typically developed students as a control group. Self-reporting questionnaires were used to gather data on the Big Five personality traits and on the gelotophobia-related traits of gelotophobia, gelotophilia, and katagelasticism. The results were analyzed and the two groups were compared for differences in gelotophobia and personality. The ASD group was found to have a higher level of gelotophobia than the typically developed group, but lower levels of gelotophilia and katagelasticism. Additionally, the ASD group was found to have lower levels of extraversion and agreeableness than the typically developed group, but no significant difference was found between the two groups in terms of conscientiousness, openness, and emotional stability. We then investigated the possible correlations between gelotophobia-related traits and the Big Five, and consequently the mediation effect of the Big Five on gelotophobia. The results show, firstly, that extraversion rather than ASD is a direct factor in gelotophobia. Secondly, the level of gelotophilia was partly influenced by autism but also to a certain extent by the level of extraversion. Lastly, the results indicate that autism and the level of agreeableness are in conflict when predicting the level of katagelasticism.