The association between feedback-seeking and performance is moderated by growth mindset in a digital assessment game

The Intersection of Growth Mindset and Accreditation in Pharmacy Education

OBJECTIVES

To describe existing growth mindset literature within pharmacy and health care education, describe how a growth mindset can be beneficial in the accreditation process, and propose potential ways to promote a growth mindset in faculty, preceptors, students, and staff within pharmacy education.

FINDINGS

To help pharmacy learners develop a growth mindset, existing literature emphasizes the need for a shift toward and aligning assessment with a growth mindset, helping to create self-directed adaptive learners, leading to health care providers who can adjust their practice to tackle expected and unexpected challenges throughout their careers. Strategies to create a culture of growth mindset identified include training faculty and learners on growth mindset and developing new assessments that track a learner's growth. Recommendations for pharmacy educators include encouraging educators to assess their own growth mindset and use a variety of teaching methods and provide feedback on learner effort that encourages the process of learning rather than focusing on individual attributes, traits, and results.

SUMMARY

Growth mindset intersects with accreditation standards for both professional degree programs and providers of continuing pharmacy education. Continuing professional development process is one way to encourage faculty, staff, and students to develop a growth mindset. While a growth mindset can have many positive impacts on pharmacy accreditation, it is essential to recognize that achieving and maintaining accreditation is a multifaceted process involving numerous factors. A growth mindset can positively influence pharmacy education accreditation by fostering a culture of continuous improvement, innovation, resilience, student-centeredness, data-driven decision-making, collaboration, and effective leadership.

Examining the mediating role of team growth mindset on the relationship of individual mindsets and shared leadership

Purpose

As a cornerstone of team performance, learning depends on each member’s mindset. Drawing on implicit theories of intelligence, the purpose of this study is to investigate the relationships among individual members’ mindsets and shared leadership (SL) behaviors in design teams and the mediation role of team growth mindset (TGM) on that relationship.

Design/methodology/approach

The authors analyzed survey results based on individuals who participated in an international design competition. To test the hypothesized model, the data was analyzed by using SEM using Mplus 7.

Findings

The results indicated that an individual growth mindset (IGM; but not an individual-fixed mindset) has significant and positive direct effects on a team growth mindset and SL behaviors. In addition, a TGM mediates the relationship between an IGM and SL.

Originality/value

The research discusses several theoretical and practical implications for human resource development professionals and scholars to improve understanding of a TGM and its influence on individual mindsets and SL behaviors.

The Mediating Effect of Self-Regulation on the Association Between Growth Mindset About Work and Living a Calling Among Primary and Secondary School Teachers

Purpose

Given that extensive studies have documented the wide-ranging benefits of living a calling, determining whether and how living a calling can be improved is of great importance. Although recent research implies that a growth mindset about work may link to self-regulatory processes and living a calling, little research to date has directly examined the relationships between these variables. Building on Burnette’s SOMA model, this study was designed to examine the premise that a growth mindset about work was a predictor of living a calling and to explore the mediating role of self-regulation in the growth mindset about work—living a calling link.

Methods

This cross-sectional study was conducted among educational professionals in China. Data were collected from 608 primary and secondary school teachers on growth mindsets about work, self-regulation and living a calling. A structural equation model was used to test the hypothesis that self-regulation would mediate the relationship between a growth mindset about work and living a calling.

Results

Consistent with our premise, a growth mindset about work was positively associated with living a calling. Also, a growth mindset about work was significantly associated with self-regulation strategies in terms of goal setting, perseverance, decision making, and learning from mistakes. As hypothesized, a growth mindset about work was related to higher levels of living a calling via goal setting, perseverance, and learning from mistakes.

Conclusion

The findings contribute to the increasing breadth of the growth mindset literature across various contexts and its consequences for one’s living a calling, which expand the nomological web of correlates of growth mindset about work. Furthermore, these findings suggest that fostering a growth mindset about work may facilitate adaptive behaviors and, thereby, serve as a calling intervention.

Does Feedback Seeking Help Safety Performance Improvement? The Role of Consideration of Future Consequence

The purpose of this paper is to examine how feedback seeking impact safety performance through feedback environment and the moderating role of consideration of future consequence. Correlation data were collected from 202 participants in three industries of China. Results indicate that feedback seeking is positively associated with feedback environment and safety performance, the feedback environment mediated the relationship between feedback seeking and safety performance. However, the positive effect of feedback environment on safety performance is more significant when consideration of future consequence is high. Overall, the findings highlight the critical importance of individual features in the research on safety performance. The conclusion is conducive to a more detailed understanding of the antecedents that affect safety performance and provides a new perspective for the improvement of safety performance.

Feedback Valence Agency Moderates the Effect of Pre-service Teachers' Growth Mindset on the Relation Between Revising and Performance

It is often assumed that having a choice in the learning process may benefit performance and learning. Concomitantly, it is believed that learning choices (e.g., seeking critical or confirmatory feedback) are due to mindset. However, the relation between choices and mindset is still a matter of debate: it is not known whether mindset interferes with the decision to seek critical feedback, the response to critical feedback, or both. This experiment investigates for the first time whether feedback valence agency moderates the effect of mindset on the relation between learning behaviors and learning outcomes. Participants were n = 120 pre-service teachers who were randomly assigned to one of two conditions, Choose (n = 68) and Assign (n = 52), and designed three posters in Posterlet, a game that assessed their learning behaviors (critical feedback and revising) and poster performance. Then, they completed a learning post-test that also included a mindset survey. Results reveal similar non-significant correlation patterns of mindset with learning behaviors and learning outcomes in both conditions. Feedback valence agency (i.e., condition) moderates the effect of growth mindset on the relation between revision and performance: students who choose to revise their posters more often (i.e., at least twice) perform significantly better when they endorse higher rather than lower levels of growth mindset but only when feedback valence is chosen rather than assigned. Theoretical implications indicate that feedback valence agency moderates the effect of growth mindset in driving how students respond to their own learning choices to improve their performance.