Growth mindsets and psychological distress: A meta-analysis

Intersectional Structural Stigma: A Qualitative Study With Persons Experiencing Homelessness in the Southwest United States

This study explored the manifestations of intersectional structural stigma and stigma-reducing strategies in the context of health among a diverse group of persons experiencing homelessness in the southwest United States. Purposive sampling was used to recruit youth (ages 12-17), young adults (ages 18-24), adults (ages 25 years old or older), women with children, veterans, and males over 60 years old who self-identified as homeless. Grounded theory was applied, and thematic analysis was conducted using data collected from seven focus groups (n = 76 participants). A model of intersectional stigma was adapted from the Health Stigma and Discrimination Framework. This adaptation depicts pathways for addressing intersectional stigmatization experienced by individuals with multiple intersecting identities across the interpersonal, organization, and community levels not explicitly addressed in the Health Stigma and Discrimination Framework. At the interpersonal level, participants indicated they experienced stigmatizing behaviors and practices by service providers due primarily to their identities related to economic or unhoused statuses, gender, age, and mental health. Facilitators of intersectional stigma were identified through organization practices and processes. Multiple stigmatized identities due to social beliefs also facilitated stigmatization at the community level. Health outcomes influenced by stigmatization were also identified. Despite the stigmatization they experienced, participants discussed stigma-reducing strategies related to community assets, medical care, and destigmatizing practices by service providers.

Prevalence of smartphone addiction and its relation with psychological distress and internet gaming disorder among medical college students

Background

The incidence of smartphone addiction has been widely studied, but the research on the relationship between smartphone addiction and psychological distress and internet gaming disorder is limited. This study investigated the characteristics and prevalence of smartphone addiction and its relation with psychological distress and internet gaming disorder. Furthermore, it provides the scientific basis for intervention measures in schools, families, and society.

Methods

A random cluster sampling method was applied to investigate 656 medical students from grades 1 to 4 at Wannan Medical College in Anhui province, People's Republic of China. The questionnaire consisted of general information, a smartphone addiction scale, an Internet gaming disorder scale, and a Kessler 6-item psychological distress test. The obtained results were first summarized using descriptive statistics. The Chi-square test was used to compare the status of smartphone addiction. Binary logistic regression was used to analyze the relationship between smartphone addiction and various variables.

Results

Our results showed that the prevalence of smartphone addiction in medical students was 49.5% (325/656). Psychological distress (p < 0.001), internet gaming disorder (p < 0.001), and childhood trauma (p = 0.001) were highly correlated with smartphone addiction in medical students. Psychological distress, and internet gaming disorder were positively associated with smartphone addiction (p < 0.000).

Conclusion

The prevalence of smartphone addiction is high among medical students in Chinese. Smartphone addiction is highly related to related to internet gaming disorder and psychological distress.

"Broken fragments or a breathtaking mosaic": A mixed methods study of self-reported attributes and aspirations of siblings of individuals with and without neurodevelopmental conditions

Siblings of individuals with neurodevelopmental conditions (NDCs) experience distinct challenges and have unique strengths compared to siblings of individuals without NDCs. The present study examined attributes and aspirations of siblings of individuals with and without neurodevelopmental conditions, and analyzed the association between qualitative responses and quantitative measures of growth mindset, positive and negative valence, and mental health diagnoses. A novel mixed methods thematic analysis was employed to explore the experiences of 166 siblings (75 NDC and 91 controls, aged 14-26, 66.27% female) completing an online survey as part of a larger study on sibling mental health. The overarching theme described The Process of Self-Actualization and Integration, reflecting the journey siblings undergo in seeking to understand themselves and others amidst psychological challenges. It encompassed three subthemes: Personal Growth and Identity Formation; Connection and Belonginess; and Societal Perspective and Global Consciousness. Qualitative responses were analyzed within a Research Domain Criteria (RDoC) framework, and associations between phenomenology and mental health diagnoses examined. NDC siblings had higher negative valence and lower positive valence embedded in their responses, and quantitatively lower self-reported growth mindset (i.e., beliefs about the capacity for personal growth), compared to control siblings, which correlated with self-reported mental health diagnoses. Findings suggest clinical practice may focus on optimizing self-identified strengths and offer opportunities for self-actualization of hopes and ambitions, while providing support for families to attenuate bioecological factors impacting mental health.

Seeing is believing: The effect of subtle communication in social media on viewers' beliefs about depression and anxiety symptom trajectories

OBJECTIVE

One barrier to treatment seeking, uptake, and engagement is the belief that nothing can be done to reduce symptoms. Given the widespread use of social media to disseminate information about important issues, including psychological health, we sought to understand how the influence of social media communication regarding mental health impacts viewers' beliefs about psychopathology recovery.

METHOD

Undergraduate participants from a large Midwestern university (N = 322) were randomized to view a series of Tweets characterizing psychopathology from a fixed mindset perspective, a growth mindset perspective, or, in the control condition, Tweets unrelated to psychopathology. Afterward, they completed a series of questionnaires designed to assess beliefs about recovery from depression and anxiety.

RESULTS

Participants in the growth mindset condition endorsed less pessimistic beliefs about their ability (i.e., self-efficacy) to alleviate symptoms of depression and anxiety, and they believed these symptoms to be less stable and innate relative to those in the fixed mindset condition.

CONCLUSION

Social media communication that characterizes psychopathology from a growth mindset perspective may be a viable intervention for improving beliefs around mental health self-efficacy and the malleable nature of mental illness, particularly depression and anxiety. Clinicians may be able to use social media platforms to promote functional beliefs around mental illness.

A randomized controlled trial testing theory-driven enhancements to increase the efficacy of and engagement in a brief cognitive-behavioural therapy text-message intervention for co-occurring posttraumatic stress disorder symptoms and alcohol misuse

OBJECTIVE

Engaging individuals with co-occurring posttraumatic stress disorder (PTSD) and alcohol misuse (AM) in effective treatments is difficult. Brief, self-directed approaches that deliver empirically supported intervention techniques, such as cognitive-behavioural therapy (CBT) strategies, via technology may be effective and easier-to-access alternatives to traditional in-person therapy approaches for PTSD + AM. This paper describes the protocol for an intervention development study (NCT05372042) that evaluates a text-message intervention combining CBT texts with techniques from cognitive psychology (message framing) and social psychology (growth mindsets) for treatment of PTSD + AM.

METHOD

The study uses a 3 (message framing: gain vs. loss vs. no framing) × 2 (mindset: growth mindsets vs. not) factorial design to test enhancements to CBT texts. Individuals age 18+, who report symptoms of PTSD and AM, will be recruited to participate. Participants will complete screening, verification, and baseline measures. They will be randomized to condition and receive 3 text messages per week for 4 weeks. Participants will be assessed at post-, 1-, and 3-month follow-up.

RESULTS

Analyses will evaluate whether framing and growth mindsets enhance the efficacy of CBT texts. A priori decision rules will be applied to select the intervention condition that is both the most effective and the simplest, which will be tested in a follow-up randomized controlled trial.

CONCLUSIONS

This study will identify the simplest, most efficacious CBT intervention for PTSD + AM. Its use of cognitive and social psychology-based enhancement and of a factorial decision can serve as examples of how to enhance and increase engagement in brief, self-directed CBT interventions.

Beware False Growth Mindset: Building Growth Mindset in Medical Education Is Essential but Complicated

ABSTRACT

Mindset theory aims to explain how learners' beliefs about intelligence and learning affect how they perceive effort, react to failure, and respond to feedback in challenging learning contexts. Mindset theory distinguishes between growth mindset (the belief that human capacities can be developed over time) and fixed mindset (the belief that human capacities are inherent and unchangeable). Efforts to develop growth mindset in learners have shown a wide range of benefits, including positive effects on students' resilience, commitment to lifelong learning, and persistence in a field of study, with notable impacts on learners who are struggling, learners from minoritized groups, and women in scientific fields. In recent years, mindset theory interventions have caught the interest of medical educators hoping to engage learners as partners in their own learning and progression to competence. Educators hoping to apply this theory to educational programs and learner-teacher interactions in ways that promote growth mindsets would benefit from awareness of the concept of false growth mindset , a term coined by Carol Dweck to refer to common pitfalls in the theory's application. In this article, the authors highlight important findings from mindset interventions in medical education, identify common pitfalls of false growth mindset in the context of medical learners, and offer suggestions for how educators and institutions can better instigate changes to promote growth mindsets within medical education.

Exploring the benefits and costs of a growth mindset in a digital app weight management program

We explored the potential benefits and costs of believing one can change their weight (i.e. growth mindset) in the context of a digital weight management program. We investigated mechanisms by which growth mindsets relate to weight loss achievement and body shame. Among participants seeking to lose weight (N = 1626; 74.7% female; 77.9% White; Mage = 45.7), stronger growth mindsets indirectly predicted greater weight loss achievement through positive offset expectations and subsequent increased program engagement. Additionally, stronger growth mindsets predicted less body shame through positive offset expectations but predicted more body shame through increased onset responsibility, replicating the double-edged sword model of growth mindsets. We conclude with applications that leverage growth mindsets for optimal behavior change while mitigating costs such as body shame.

Beliefs about depression relate to active and avoidant coping in high-symptom adolescents

BACKGROUND

Perceptions of personal attributes as less malleable are associated with more severe depression symptoms and less active coping in youth. Perceptions of depression itself as relatively fixed have been linked to more severe depression symptoms; however, it is not known how beliefs about depression relate to active and avoidant coping behaviors in particular.

METHODS

We gathered information about beliefs about depression and activation and avoidance behaviors among 104 adolescents with high depression symptoms. The primary depression belief examined was prognostic pessimism, or the belief that depression is relatively permanent. We calculated correlations between this belief and activation and avoidance/rumination behaviors.

RESULTS

Prognostic pessimism was negatively correlated with behavioral activation scores (r = -0.31; p = .001), and was positively correlated with behavioral avoidance/rumination scores (r = 0.30; p = .002).

LIMITATIONS

This data was cross-sectional, and relied on self-report measures of depression beliefs and behaviors.

CONCLUSIONS

Adolescents who believe that depression is relatively permanent might feel less motivated to engage in effortful activation behaviors, instead favoring avoidance. These results may help elucidate the ways in which malleability beliefs relate to mental health outcomes among adolescents, and highlight prognostic pessimism as a potential treatment target for reducing depressogenic behaviors.

Dweck's Social-Cognitive Model of Achievement Motivation in Science

Dweck's social-cognitive model has long been used as a basis for achievement motivation research. However, few studies have examined the comprehensive model with interactions between perceived ability and achievement goals, and even fewer studies have focused on this model in a science academic context. With a sample of undergraduates (n = 1,036), the relations among mindsets, science academic self-efficacy, achievement goals, and achievement-related outcomes in science were examined. Fixed mindset related to performance goals. Growth mindset related to mastery goals and the number of courses completed. There was a significant indirect effect of growth mindset on interest value via mastery goals. Contrary to Dweck's model, the relation of performance goals to outcomes did not vary as a function of science academic self-efficacy. The findings provide empirical evidence for a more nuanced understanding of Dweck's model. They provide practical insights for how to support undergraduate students who are pursuing science-related career.

The roles of stress mindset and personality in the impact of life stress on emotional well-being in the context of Covid-19 confinement: A diary study

Previous studies indicate that COVID-19 confinement has led to an increase in psychological distress and a decrease in overall well-being. This longitudinal study aims to investigate how stress mindset and personality traits moderate the impact of life stress on the development of emotional well-being during the COVID-19 pandemic confinement. Our study collected daily life stress and emotions data from 134 participants over 14 consecutive days using the diary method. We used hierarchical linear modeling (HLM) to analyze the data, examining within-person and between-person effects. Life stress predicted moderate increases in positive emotions and strong increases in negative emotions over time. A stress-is-enhancing stress mindset was associated with greater positive emotions at baseline and mitigated the link between life stress and negative emotions. Among the Big Five personality traits, extraversion, openness, agreeableness, and conscientiousness were associated with higher baseline levels of positive emotions. Agreeableness and conscientiousness mitigated the link between life stress and negative emotions. Neuroticism was associated with higher baseline levels of negative emotions and moderately mitigated the link between life stress and positive emotions. The interaction between neuroticism and stress-is-enhancing mindset predicted greater negative emotions and mitigated the link between life stress and positive emotions. In contrast, the interaction between stress-is-enhancing mindset and the other four personality traits mitigated the positive link between life stress and negative emotions. Overall, these findings suggest that life stress from confinement leads to a decrease in daily emotional well-being as the confinement prolongs. Personality traits-agreeableness, conscientiousness, and a stress-is-enhancing stress mindset-act as protective roles in mitigating life stress' effect on reduced emotional well-being over time. The findings advance our knowledge in understanding the roles of personality traits and stress-is-enhancing mindset in explaining the heterogeneity in the impact of life stress on emotional well-being.

The Effect of Growth Mindset on Adolescents' Meaning in Life: The Roles of Self-Efficacy and Gratitude

Background

Prior research has demonstrated that individuals' growth mindset can predict their happiness and psychological health. As a vital gauge of psychological health, meaning in life may be connected to a growth mindset.

Methods

This study employs a positive psychological perspective and uses Chinese adolescents as the study population. We manipulated the level of growth mindset (high growth mindset vs low growth mindset) in two experiments to examine the effects of growth mindset on adolescents' meaning in life. Additionally, we examined the roles of self-efficacy as a mediator (Study 1) and gratitude as a moderator (Study 2).

Results

Study 1 revealed positive correlations among growth mindset, self-efficacy, and meaning in life. Teenagers with a high growth mindset perceived and experienced life meaning more strongly than those with a low growth mindset. Growth mindset significantly predicted meaning in life, and self-efficacy fully mediated the connection between growth mindset and meaning in life. In Study 2, the connection between growth mindset and meaning in life was moderated by gratitude: in the high-gratitude condition, teens' growth mindsets had a direct significant influence on meaning in life. In contrast, in the low-gratitude situation, growth mindset did not significantly affect meaning in life. Moreover, the fully mediating role of self-efficacy was verified.

Conclusion

The results reveal the mechanism of action by which adolescents' growth mindset affects their meaning in life, broadening the research related to adolescents' growth mindset and providing important theoretical inspiration and practical guidance for teachers, parents and counselling workers to help adolescents obtain higher meaning in life.

Compassion Fatigue as a Self-Fulfilling Prophecy: Believing Compassion Is Limited Increases Fatigue and Decreases Compassion

People's compassion responses often weaken with repeated exposure to suffering, a phenomenon known as compassion fatigue. Why is it so difficult to continue feeling compassion in response to others' suffering? We propose that people's limited-compassion mindsets-beliefs about compassion as a limited resource and a fatiguing experience-can result in a self-fulfilling prophecy that reinforces compassion fatigue. Across four studies of adults sampled from university students and online participant pools in the United States, we show that there is variability in people's compassion mindsets, that these mindsets can be changed with convincing information, and that limited-compassion mindsets predict lower feelings of compassion, lower-quality social support, and more fatigue. This contributes to our understanding of factors that underlie compassion fatigue and supports the broader idea that people's beliefs about the nature of emotions affect how emotions are experienced. Together, this research contributes to developing a strategy for increasing people's capacity to feel compassion and their social support.

Correlations Between Mindset and Participation in Everyday Activities Among Healthy Adolescents

IMPORTANCE

Mindsets are personal beliefs that one's abilities and personality traits can be improved and modified through education and effort. It is known that mindsets contribute to behavior and achievements; however, research on mindsets in the context of participation is still lacking.

OBJECTIVE

To assess the correlations between mindsets and dimensions of participation among healthy adolescents and to explore the unique contribution of mindsets to the total explained variance of adolescents' participation diversity, frequency, independence, enjoyment, and satisfaction.

DESIGN

Cross-sectional.

SETTING

Community in Israel.

PARTICIPANTS

Healthy adolescents (N = 115; 63 females, 52 males) ages 11 to 16 yr (M age = 13.77, SD = 1.22) and their parents.

OUTCOMES AND MEASURES

The Mindset and Perseverance Questionnaire was used to assess mindsets regarding intelligence, emotions and behavior, and perseverance. The Adolescence Participation Questionnaire was used to assess participation in daily activities.

RESULTS

Mindset regarding emotions, behavior, and perseverance was positively and moderately associated with all participation measures aside from diversity. Mindset regarding intelligence was not associated with participation. The regression analysis indicates that the explanatory variables had a significant modest contribution of 6% to 13% to the total explained variance in adolescents' participation frequency, independence, and enjoyment. Of note, mindset regarding perseverance was found to be the main predictor.

CONCLUSIONS AND RELEVANCE

Mindsets and participation are correlated. Beliefs regarding perseverance and effort contribute significantly to various dimensions of adolescents' participation. Occupational therapy practitioners may find growth mindset theory capable of enriching interventions aimed at promoting adolescents' optimal participation. What This Article Adds: This is the first study to assess adolescents' mindset in the context of their participation. The findings demonstrate the significant contribution of mindsets regarding perseverance, effort, emotions, and behavior to participation in everyday activities among healthy adolescents. The findings can be incorporated into interventions aimed at promoting adolescents' optimal participation.

Put your phone down! Perceived phubbing, life satisfaction, and psychological distress: the mediating role of loneliness

The recent literature highlights the need to explore phubbing, a worrying growing phenomenon, and the potential associated factors and outcomes. Thus, the present study focused on perceived phubbing and the potential associations with life satisfaction and psychological distress. Additionally, this study examined the mediating role of loneliness. The cross-sectional, web-based study involved 720 Romanian adults aged 18 to 77 (M = 24.12, SD = 8.80, 74% females) who completed self-reported scales measuring perceived phubbing, and life satisfaction. Results suggested positive associations between perceived phubbing, loneliness, and psychological distress. A significant negative association was also found between loneliness and life satisfaction. Further analyses suggested that loneliness partially mediated the link between perceived phubbing and life satisfaction and between perceived phubbing and psychological distress. The study highlights the significant role of perceived phubbing when discussing psychological distress and life satisfaction, underlining the need to address further the (mis)use of digital devices (e.g., smartphones) within interpersonal relationships, as well as the need to understand better the outcomes of such behaviors to shape effective interventions in this regard.

The association between emotion malleability beliefs and severe psychological distress stratified by sex, age, and presence of any psychiatric disorders

Background

Recent studies have shown an association between psychological distress and emotion malleability beliefs, meaning mindsets about whether one's emotions are fixed or changeable. However, most studies have not examined the association between these beliefs and sociodemographic factors.

Methods

A nationwide cross-sectional Internet survey of residents of Japan aged 15-79 years was conducted using sampling weights for national estimates to investigate the association between emotion malleability beliefs and sociodemographic factors and between fixed beliefs and severe psychological distress (SPD). SPD was defined as a Kessler 6 Scale score of ≥13. Adjusted odds ratios for SPD were calculated considering potential confounders. Further analyses were stratified by sex, age and presence of any psychiatric disorder.

Results

The analysis included 23,142 participants (female, 48.64%). Fixed beliefs were associated with female sex, age < 45 years, and presence of psychiatric disorders. These beliefs were associated with SPD, and additional analysis showed stronger associations with SPD among female respondents, respondents aged 45-59 years, and those aged ≥60 years.

Conclusion

Results indicate that female sex, age < 45 years, and current mental disorders were associated with fixed emotion malleability beliefs. Associations between fixed emotion malleability beliefs and SPD were particularly strong among female respondents and people aged ≥45 years compared with the general population. Our study extends the association between emotion malleability beliefs and psychological health to the general population. Future studies should explore mechanisms underlying individual differences in emotion beliefs.

Evaluating the psychometric properties of the Grit scale in Marine recruits using Rasch analysis

INTRODUCTION

Successful completion of initial military training has been suggested to be predicted by physical abilities, cognitive abilities and non-cognitive abilities such as hardiness and grit. This study aimed to assess the psychometric properties of a Dutch version of a grit measurement scale: the NL-Grit scale.

METHODS

We assessed the factor structure, unidimensionality of the subscales, discriminative quality of the rating scale and investigated to what extend the items together can reliably measure the entire range of grit levels in Dutch Marine recruits. We used data of Marine recruit training platoons of the Royal Netherlands Marine Corps.

RESULTS

Principal component analysis reflected two subscales: 'consistency of interests' and 'perseverance of effort'. Rasch analysis confirmed the unidimensionality of the intended subscales. Rasch rating scale analysis indicated that the five-point response scale was not used as intended by respondents. Disordered rating scale categories were collapsed to obtain ordered rating categories. The item and person parameters (grit levels) largely overlapped, indicating that the item spread was sufficient for measuring the entire range of grit trait levels. However, larger gaps between item location parameters suggested a low discriminative capacity of the NL-Grit scale for respondents with trait levels within the gaps.

CONCLUSION

Our evaluation of the NL-Grit scale suggests sound psychometric quality of the NL-Grit in Dutch Marine recruits. Reliability could be improved by adding items to fill the observed gaps in item content.

Differential effects of prenatal psychological distress and positive mental health on offspring socioemotional development from infancy to adolescence: a meta-analysis

The impact of prenatal maternal mental health on offspring socioemotional development is substantial and enduring. Existing literature primarily focuses on the effects of psychological distress during pregnancy, emphasizing adverse child outcomes. Recent studies, however, highlight the unique impact of positive maternal mental health on child outcomes. To elucidate the differential associations of maternal psychological distress and positive mental health during pregnancy with child outcomes, we conducted a systematic literature search and random-effects meta-analyses on studies investigating the associations of prenatal maternal mental health with child socioemotional development. Our analyses, comprising 74 studies with 321,966 mother-child dyads across 21 countries, revealed significant associations of prenatal psychological distress with both adverse and positive child socioemotional outcomes. Notably, the effect sizes for the association of psychological distress with positive child outcomes were smaller compared to adverse outcomes. Positive prenatal mental health, on the other hand, was significantly associated with positive socioemotional outcomes but not adverse outcomes. This meta-analysis highlights the independence of negative and positive prenatal mental health constructs and their distinct relationships with child socioemotional development. The findings underscore the importance of considering the positive spectrum of maternal mental health and developmental outcomes to enhance our understanding of prenatal influences on child development. Systematic Review Registration: https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=335227, identifier CRD42022335227.

Growth mindset and responses to acute stress

Individuals with high levels of growth mindsets believe that attributes are malleable. Although links between acute stress responses and growth mindsets of thought, emotion, and behaviour are central to the conceptualisation of psychological disorders and their treatment, such links have yet to be examined. Undergraduate participants (N = 135) completed a modified Trier Social Stress Test (TSST), and their salivary cortisol and anxiety were assessed throughout the session. Hierarchical linear models revealed that higher growth mindset of behaviour was associated with lower cortisol levels at 25-min after the TSST onset (i.e. peak cortisol stress reactivity) in men, but not in women. Considering one's gender may be critical in understanding the relationship between growth mindset and stress responses.

A Growth Mindset Frame Increases Opting In to Reading Information About Bias

We explore the conditions under which people will opt in to reading information about bias and stereotypes, a key precursor to the types of self-directed learning that diversity and anti-bias advocates increasingly endorse. Across one meta-analysis (total N = 1,122; 7 studies, 5 pre-registered) and 2 pre-registered experiments (total N = 1,717), we identify a condition under which people opt in to reading more about implicit bias and stereotypes. People randomly assigned to read a growth, rather than fixed, mindset frame about bias opted in to read more information about stereotypes and implicit bias (Study 1 and Study 3). The mechanism that drove these effects was individuals' construal of the task as a challenge (Studies 2 and 3). Our findings offer insight into how to promote engagement with information about stereotypes and biases. We discuss how this work advances the study of mindsets and diversity science.

Growth mindset and school burnout symptoms in young adolescents: the role of vagal activity as potential mediator

Experiencing school burnout symptoms can have negative consequences for learning. A growth mindset, the belief that human qualities such as intelligence are malleable, has previously been correlated with fewer school burnout symptoms in late adolescents. This might be because adolescents with a stronger growth mindset show more adaptive self-regulation strategies and thereby increasing resilience against academic setbacks. Here we confirmed in a sample of 426 Dutch young adolescents (11-14 years old; 48% female) that this relationship between growth mindset and school burnout symptoms holds after controlling for other potential predictors of school burnout symptoms such as academic achievement, school track, gender, and socio-economic status. Our second aim was to increase our understanding of the mechanism underlying the relation between mindset and school burnout, by measuring physiological resilience (vagal activity, a measure of parasympathetic activity, also known as heart rate variability or HRV) in a subsample (n = 50). We did not find any relation between vagal activity and growth mindset or school burnout symptoms, nor could we establish a mediating effect of vagal activity in their relation. In conclusion, we found evidence for a potential protective effect of a growth mindset on school burnout symptoms in young adolescents, but not for physiological resilience (vagal activity) as an underlying mechanism. The protective effect of growth mindset as confirmed in our younger sample can be leveraged in interventions to prevent increasing school burnout symptoms.

Framing depression as a functional signal, not a disease: Rationale and initial randomized controlled trial

Depression is often framed as a disease or dysfunctional syndrome, yet this framing has unintended negative consequences including increased stigma. Here, we consider an alternative messaging framework - that depression serves an adaptive function. We describe the historical development of popular messages about depression and draw from the fields of evolutionary psychiatry and social cognition to describe the alternative framework that depression is a "signal" that serves a purpose. We then present data from a pre-registered, online randomized-controlled study in which participants with self-reported depression histories viewed a series of videos that explained depression as a "disease like any other" with known biopsychosocial risk factors (BPS condition), or as a signal that serves an adaptive function (Signal condition). In the entire sample (N = 877), three of the six hypotheses were supported: The Signal condition led to less self-stigma, greater offset efficacy, and more adaptive beliefs about depression. Exploratory analyses revealed these Signal effects were stronger among females (N = 553), who also showed a greater growth mindset of depression after the Signal explanation. Results suggest that framing depression as an adaptive signal can benefit patients and avoid harmful consequences of popular etiological presentations. We conclude that alternative framings of depression are worthy of further study.

Lay perspectives on emotion: past, present, and future research directions

Empirical research has demonstrated that individuals vary widely in how they view their emotions. We call the viewpoints that individuals have towards their emotions emotion perspectives. While many subdisciplines of psychology, such as social psychology and clinical psychology, have studied this topic, research thus far can be siloed, despite overlap in terms and constructs. The goal of the current special issue and this introduction is to describe the state of research on emotion perspectives, highlight common themes in streams of emotion perspective research, and present future directions for investigation. The first portion of this introduction to the special issue provides a basic review of emotion perspective research, spotlighting topics such as emotion beliefs, emotion mindsets, lay theories of emotion, and attitudes toward emotion. The second portion of the introduction presents themes that cut across papers in the special issue, with a discussion of future research directions throughout. The goal of this introduction and special issue is to serve as a guide for greater integration in emotion perspective research and to provide a roadmap for emotion perspective research moving forward.

Coping styles mediate the relation between mindset and academic resilience in adolescents during the COVID-19 pandemic: a randomized controlled trial

The COVID-19 pandemic negatively impacted adolescent mental health on a global scale. However, many students were resilient during this crisis, despite exposure to COVID-related stressors. We aimed to study the protective effects of growth mindset on school-related resilience during the COVID-19 pandemic, and the mediating effects of coping styles. The two-year follow-up of an ongoing Randomized Controlled Trial, involving a growth mindset and control intervention, took place during the pandemic. We measured growth mindset, school burnout symptoms, COVID-19-specific stressor exposure, coping styles, and calculated a resilience score (corrected for pre-pandemic school burnout symptoms). Mediation analyses were performed in the total sample (N = 261), and exploratory in the intervention subsamples, to test whether the associations between mindset and resilience were mediated by coping styles. Growth-mindset students were more resilient during the pandemic and used less maladaptive and more adaptive (acceptance) coping styles. Coping mediated the relation between mindset and resilience in the total sample (both coping styles), and growth mindset intervention subsample (maladaptive coping). We found unique evidence for the beneficial effects of growth mindset on school-related resilience during the pandemic, and the mediating effect of coping styles as explanatory mechanism. This work contributes to a growing literature that shows positive effects of growth mindset on mental health.

Limited impacts of biogenetic messaging on neural correlates of cognitive control and beliefs about depression

During the past 60 years, perceptions about the origins of mental illness have shifted toward a biomedical model, depicting depression as a biological disorder caused by genetic abnormalities and/or chemical imbalances. Despite benevolent intentions to reduce stigma, biogenetic messages promote prognostic pessimism, reduce feelings of agency, and alter treatment preferences, motivations, and expectations. However, no research has examined how these messages influence neural markers of ruminative activity or decision-making, a gap this study sought to fill. In this pre-registered, clinical trial (NCT03998748), 49 participants with current or past depressive experiences completed a sham saliva test and were randomly assigned to receive feedback that they either have (gene-present; n = 24) or do not have (gene-absent; n = 25) a genetic predisposition to depression. Before and after receiving the feedback, resting-state activity and neural correlates of cognitive control (error-related negativity [ERN] and error positivity [Pe]) were measured using high-density electroencephalogram (EEG). Participants also completed self-report measures of beliefs about the malleability and prognosis of depression and treatment motivation. Contrary to hypotheses, biogenetic feedback did not alter perceptions or beliefs about depression, nor did it alter EEG markers of self-directed rumination nor neurophysiological correlates of cognitive control. Explanations of these null findings are discussed in the context of prior studies.

The mindsets × societal norm effect across 78 cultures: Growth mindsets are linked to performance weakly and well-being negatively in societies with fixed-mindset norms

BACKGROUND/AIMS

Recent research on mindsets has shifted from understanding its homogenous role on performance to understanding how classroom environments explain its heterogeneous effects (i.e., Mindsets × Context hypothesis). Does the macro context (e.g., societal level of student mindsets) also help explain its heterogeneous effects? And does this interaction effect also apply to understanding students' well-being? To address these questions, we examined whether and how the role of students' mindsets in performance (math, science, reading) and well-being (meaning in life, positive affect, life satisfaction) depends on the societal-mindset norms (i.e., Mindsets × Societal Norm effect).

SAMPLE/METHODS

We analysed a global data set (n = 612,004 adolescents in 78 societies) using multilevel analysis. The societal norm of student mindsets was the average score derived from students within each society.

RESULTS

Growth mindsets positively and weakly predicted all performance outcomes (rs = .192, .210, .224), but the associations were significantly stronger in societies with growth-mindset norms. In contrast, the associations between growth mindsets and psychological well-being were very weak and inconsistent (rs = -.066, .003, .008). Importantly, the association was negative in societies with fixed-mindset norms but positive in societies with growth-mindset norms.

CONCLUSIONS

These findings challenge the idea that growth mindsets have ubiquitous positive effects in all societies. Growth mindsets might be ineffective or even detrimental in societies with fixed-mindset norms because such societal norms could suppress the potential of students with growth mindsets and undermines their well-being. Researchers should take societal norms into consideration in their efforts to understand and foster students' growth.

Examining associations between intelligence mindset, mental health symptom severity, and academic self-efficacy and performance

Individuals possess different beliefs regarding the malleability of intelligence, also known as intelligence mindsets. Despite evidence demonstrating a link between a growth mindset of intelligence-the belief that intelligence can develop through effort-and academic achievement, this link has not been closely examined from a mental health perspective. Given the increasing prevalence of mental health conditions, such as anxiety and depression, among undergraduate students, an important question is whether the well-established link between mental health symptom severity and academic outcomes depends on the intelligence mindset beliefs that individuals possess. A growth mindset of intelligence might buffer the negative impact of anxiety and depression on academic outcomes, whereas a fixed mindset-the belief that intelligence cannot be changed-might exacerbate this negative relationship. The present study examined data collected from 660 undergraduate psychology students in the United States to test whether intelligence mindset beliefs moderated the relationship between mental health symptom severity and various indicators of academic outcomes: academic self-efficacy, GPA, and perceived academic standing. Results revealed that intelligence mindset beliefs did not moderate the observed negative association between mental health symptom severity and academic outcomes. Findings indicate that promoting a growth mindset of intelligence might not be a particularly effective strategy for buffering university students from the negative impact of anxiety and depression on academic outcomes. However, this conclusion is limited by the cross-sectional design of the study, and future prospective research is necessary to further clarify the relationship between intelligence mindset, mental health, and academic outcomes.

Mindset and perceived parental support of autonomy safeguard adolescents' autonomous motivation during COVID-19 home-based learning

During school closures throughout the COVID-19 pandemic, less support from peers and teachers may have required more autonomous motivation from adolescents. Little is known about factors that could shield against these negative effects. Driven by two influential motivational theories, we examined how mindset, feelings of school burnout and the three basic psychological needs of the self-determination theory, could predict changes in autonomous motivation when controlling for pre-pandemic levels of motivation. The results from a sample of Dutch adolescents (M_age = 14.63 years) and their parents (M_age = 48.65 years) showed that endorsing a growth mindset was positively associated with autonomous motivation during the school closures, while feelings of school burnout were negatively associated with autonomous motivation. Additionally, perceived parental autonomy support (i.e. a measure of the basic psychological need of autonomy) related to more autonomous motivation during home-based learning. Our findings highlight the personal and family factors that influence how adolescents respond to home-based learning and suggest ways to keep adolescents motivated and diminish possible negative consequences during future home-based learning situations.

Improving the predictor-criterion consistency of mindset measures: Application of the correspondence principle

Increasing the level of correspondence between measures of growth mindset and their related outcomes could afford more precise prediction of the relationships between growth mindset and social-emotional outcomes. To illustrate the value of measurement correspondence, two studies were conducted in Hong Kong. Study 1 showed that an agent-correspondent growth mindset measure (parents’ perception of the malleability of their children's personal qualities), compared to an agent-non-correspondent one (parents’ belief in the malleability of personal qualities of a generalized other), had stronger predictive relationship with children's likelihood of displaying difficult behaviors. Study 2 found that children's self-theories about the malleability of their intelligence (an intrapersonal construct) had stronger predictive relationship with academic engagement (an intrapersonal outcome) than did their perception of growth mindset norm (a normative construct). However, perceived growth mindset norm regarding personal qualities had stronger predictive relationship with peer relationship quality (an interpersonal outcome). Together these results demonstrated that when corresponding measures of growth mindset were used to predict an outcome, more reliable growth mindset effects would emerge.

Growth mindset, persistence, and self-efficacy in early adolescents: Associations with depression, anxiety, and externalising behaviours

ABSTRACTGrowth mindset, persistence, and self-efficacy are important protective factors in understanding adolescent psychopathology, including depression, anxiety, and externalising behaviours. Previous studies have shown that dimensions of self-efficacy (academic, social, and emotional) have differential protective effects with mental health outcomes and these differences vary by sex. This study examines the dimensional mediation of self-efficacy from motivational mindsets on anxiety, depression, and externalising behaviours in a sample of early adolescents ages 10-11. Surveys were administered to participants to measure growth mindset and persistence on internalising and externalising symptoms. The Self-Efficacy Questionnaire for Children (SEQ-C) was used to measure domains of self-efficacy for mediation analysis. Multi-group structural equation modelling by sex indicated that structural paths were not invariant by sex. Significant direct effects were identified from persistence to externalising behaviours in boys, and significant direct effects were identified from growth mindset to depression in girls. In a sample of Tanzanian early adolescents, self-efficacy mediates the protective association between motivational mindsets on psychopathology. Higher academic self-efficacy was associated with reduced externalising problems in both boys and girls. Implications for adolescent programmes and future research are discussed.

Psychological distress facing the COVID-19 pandemic in dental interns from the Peruvian capital: A cross-sectional study under a multivariable regression model

Aim

Psychological distress can be considered a maladaptive response to a stressful situation that occurs when external events or stressors impose demands that cannot be coped with. Therefore, the aim of the present study was to evaluate the sociodemographic factors associated with psychological distress in dental interns from the Peruvian capital facing the COVID-19 pandemic.

Materials and methods

This analytical, observational, cross-sectional study was conducted on 392 Stomatology interns from the Peruvian capital from June to July 2022. The validated COVID-19 Peritraumatic Distress Index (CPDI) scale to detect the levels of psychological distress consisted of four dimensions: negative mood, changes in behavior and cognitive skills, fatigue and hyperreactivity, and somatization. Pearson's chi-square and Fisher's exact test were used for bivariable analysis. In addition, a logit model was used to assess the influence of variables: sex (X1), age group (X2), marital status (X3), monthly economic income (X4), working area in the capital city (X5), and living with people vulnerable to COVID-19 (X6), with the psychological distress levels, considering a significance p < 0.05.

Results

The prevalence of psychological distress in dental interns was severe in 6.4% [95% confidence interval (CI): 3.9-8.8%] and mild in 37.8% (95% CI: 33.0-42.6%). According to bivariable analysis, the levels of psychological distress by COVID-19 were not significantly associated with sex (p = 0.190), age group (p = 0.418), marital status (p = 0.554), monthly economic income (p = 0.327), working area in the capital city (p = 0.993), and living with people vulnerable to COVID-19 (p = 0.134). In addition, according to the logistic regression analysis, none of the variables studied was considered an influential factor (p > 0.05) in psychological distress presented by dental interns.

Conclusion

The 44.2% of dental interns from the Peruvian capital presented psychological distress facing the COVID-19 pandemic, without any of the possible associated variables of this study significantly affecting this behavioral disorder.

Reading struggle stories of role models can improve the perseverance of undergraduates with low perseverance

Perseverance refers to the ability that individuals show in the process of overcoming failure repeatedly and achieving success. The present study aimed to investigate how many stories about struggling role models undergraduates with a low level of perseverance need to read to effectively improve their perseverance after experiencing failure. Undergraduates with high and low levels of perseverance who had experienced failure were randomly assigned to read 5 struggle stories or 5 achievement stories of role models. They were asked to report their confidence in success, their emotional experience, and their persistent intentions after experiencing failure (i.e., their initial report after reading 0 stories) and then again after reading each story. The results showed that the participants' initially reported level of confidence in success improved after reading 1 struggle story of a role model and further improved after reading 5 struggle stories of role models. Furthermore, the participants' initially reported level of positive emotions increased after reading 1 struggle story or 1 achievement story of a role model, and the positive effects began to level off after reading 4 struggle stories or 4 achievement stories of role models. The participants' initially reported persistent intentions improved after reading 5 struggle stories of role models. These findings reveal that undergraduates can benefit from reading struggle stories of role models regardless of their perseverance levels. Undergraduates' confidence in success and their emotional experience can be improved more quickly than their persistent intentions after experiencing failure.

Explore your brain: A randomized controlled trial into the effectiveness of a growth mindset intervention with psychosocial and psychophysiological components

BACKGROUND

Although past research demonstrated growth mindset interventions to improve school outcomes, effects were small. This may be due to the theoretical nature of psychosocial techniques (e.g., reading about brain plasticity), which may not be optimally convincing for students.

AIMS

To address this issue and improve effectiveness, we developed a growth mindset intervention, which combined psychosocial and psychophysiological components. The latter adds a convincing experience of influencing one's own brain activity, using mobile electroencephalography (EEG) neurofeedback, emphasizing the controllable and malleable nature of one's brain.

SAMPLE

In this randomized controlled trial (RCT), twenty high-school classes (N = 439) were randomized to either the active control condition (no mindset messaging) or our newly developed growth mindset intervention condition (4 × 50 min).

METHODS

School outcomes (pre, post, 1-year follow-up) were analysed with Linear Mixed Models (LMM: variable-oriented) and Latent Transition Analysis (LTA: person-oriented).

RESULTS

LMM: students in the growth mindset intervention reported increased growth mindset directly after the intervention (post, d = .38) and at 1-year follow-up (d = .25) and demonstrated a protective effect against deterioration of math grades at 1-year follow-up (d = .36), compared to controls. LTA: we identified three mindset profiles (Fixed, Growth competitive, Growth non-competitive), with more frequent transitions from fixed to one of the growth mindset profiles at 1-year follow-up for students in the growth mindset intervention compared to controls (OR 2.58-2.68).

CONCLUSIONS

Compared to previous studies, we found relatively large effects of our intervention on growth mindset and math grades, which may be attributable to synergetic effects of psychosocial and psychophysiological (neurofeedback) components. The person-oriented approach demonstrated more holistic effects, involving multiple motivational constructs.

Addiction recovery stories: Lauren Wearing in conversation with Lisa Ogilvie

Purpose

This purpose of this paper is to contribute to a series of recovery stories that examine candid accounts of addiction and recovery. Shared components in the recovery process are considered, along with the change and growth needed to support the transition from addiction to recovery.

Design/methodology/approach

The connectedness, hope, identity, meaning in life and empowerment (CHIME) framework comprises five elements important to recovery. CHIME provides a standard to qualitatively study recovery. As a model, it has been extended to include growth (G-CHIME), an element that is important for sustained addiction recovery. In this paper a first-hand account of addiction recovery is presented, followed by a semi-structured e-interview with the author of the account that is based 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.

Emotion malleability beliefs influence emotion regulation and emotion recovery among individuals with depressive symptoms

Despite the centrality of emotion regulation in psychiatric disorders such as depression, there is a lack of experimental studies examining the psychological factors that influence emotion regulation in individuals with depressive symptoms. Participants with current depressive symptoms were randomly assigned to an experimental manipulation promoting more malleable emotion beliefs or the control condition. Participants underwent a negative emotion induction and reported on their affect and emotion regulation during the induction. Individuals who received the experimental manipulation reported greater cognitive reappraisal and greater emotion recovery. Experimental manipulations that can enhance emotion regulation and emotion recovery possess significant promise as a preliminary step in developing brief interventions that can overcome formal barriers to care.

The What, Why, and How of Adolescent Interpersonal Goal Setting Following a Growth Mindset Intervention

Interpersonal relationships are central to adolescent well-being. The current research investigates interpersonal goal setting among a general sample of adolescents following a growth mindset intervention. This study qualitatively explores what interpersonal goals adolescents set, outcomes they aim to achieve, obstacles they perceive, and actions to overcome the obstacle during the mental contrasting and the implementation intentions goal setting task (MCII). Participants included 217 grade 9 and 12 students (63.13% White/European). One content and three thematic analyses were conducted on adolescent responses to the MCII. Participants largely set goals related to improving the quantity and quality of their friendships. The ultimate ideal outcome of goal achievement was an improved emotional state. Obstacles were both internal (e.g., characteristics) or external (e.g., others) in nature. Actions identified to overcome the obstacle were either active or passive with passive approaches exhibiting lack of congruence with intervention content. Findings contribute to the empirical understanding of adolescent interpersonal goal setting and provide researchers/practitioners a rich resource of youth experiences to draw on when considering goal setting interventions. A better understanding of adolescents’ lived experiences setting goals also stands to benefit those who seek to aid youth in improving well-being.

Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19

Students with language-based learning disabilities (LBLD) can face elevated socio-emotional well-being challenges in addition to literacy challenges. We examined the prevalence of risk and resilience factors among adolescents with LBLD (N = 93), ages 16-18, and the association with reading performance during the COVID-19 pandemic. Data were collected at the start and end of the first fully remote academic year of COVID-19 (2020-2021). Participants completed standardized word and text reading measures, as well as self-report surveys of executive functions (EF), and socio-emotional skills associated with resilience (grit, growth mindset, self-management, self-efficacy, and social awareness) or risk (anxiety, depression, COVID-19 related PTSD, and perceived COVID-19 impact). Survey data at the start of the school year (Time 1) captured three underlying factors associated with socioemotional risk, socioemotional resilience, and regulation (i.e., EF). Path analyses revealed that students' Time 2 oral reading scores were significantly and uniquely predicted by socioemotional resilience, even when controlling for word-level reading at Time 1. Socioemotional risk, EF, and perceived COVID-19 impact were not directly related to Time 2 oral reading scores; however, students' resilience mediated the associations between risk and reading outcomes. These results demonstrate that adolescents' mental health concerns, self-regulatory ability, and socioemotional resilience were all associated with their experiences of the COVID-19-related stress. However, despite the high-risk context of the pandemic, and socio-emotional challenges faced by students with LBLD, our findings indicate that resilience directly predicts end-of-year reading outcomes and mediates the impact of socioemotional risk on achievement.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s11145-022-10361-8.

Measuring Growth Mindset

Abstract. A growth mindset is a belief that personal characteristics, specifically intellectual ability, are malleable and can be developed by investing time and effort. Numerous studies have investigated the associations between a growth mindset and academic achievement, and large intervention programs have been established to train adolescents to develop a stronger growth mindset. However, methodological research on the adequacy of the measures used to assess a growth mindset is scarce. In our study, we conducted one of the first comprehensive assessments of the psychometric properties of Dweck’s widely used three-item Growth Mindset Scale in two samples (adolescents aged 14–19 years and adults aged 20–64 years). We test the comparability (i.e., measurement invariance) of the scale across these age groups. Furthermore, using the same two samples, we identified and validated a single-item measure to assess growth mindset in settings with severe time constraints. Results reveal that both the three-item and the single-item scales have acceptable psychometric properties regarding reliability, comparability, and validity. However, the results did not support some of the central tenets of mindset theory, such as that a growth mindset is positively linked to goal regulation and achievement, calling for future research on the criterion validity of a growth mindset.

Quality assessment of clinical practice guidelines on psychological distress of cancer patients using the AGREE II instrument

Objective

This study aimed to assess the quality of the clinical practice guidelines on psychological distress among cancer patients and provide users with recommendations for coping with psychological distress.

Methods

A systematic search of relevant clinical practice guidelines was undertaken to identify and select the clinical practice guidelines related to psychological distress among cancer patients. Literature databases were searched in PubMed, Web of Science, Excerpta Medica Database, the Cumulative Index to Nursing &amp; Allied Health Literature, China Biology Medicine, China National Knowledge Infrastructure, WanFang and Weipu Journal Database. The guideline databases include Yimaitong Guidelines Network, National Guideline Clearinghouse, National Institute for Health and Clinical Excellence, American Society of Clinical Oncology (ASCO), New Zealand Guidelines Group, Scottish Intercollegiate GuidelinesNetwork, American Psychological Association, Registered Nurses’ Association of Ontario and Cancer Care Ontario (CCO). Four independent reviewers assessed the eligible guidelines using the Appraisal of Guidelines for Research and Evaluation (AGREE II) instrument.

Results

Six clinical practice guidelines were included and assessed for critical evaluation. The median score for the scope and purpose domain was 71.5% (IQR 64%-77.25%), the stakeholder involvement domain was 65% (IQR 47.5%-74.5%), the rigour of the development domain was 61.5% (IQR 45.5%-85.25%), the clarity of the presentation domain was 91% (IQR 72.25%-94.5%), the applicability domain was 70% (IQR 33%-78.75%), and the editorial independence domain was 48.84% (IQR 61.75%-95%). Four guidelines (ASCO, 2014; Canadian Association of Psychosocial Oncology, 2015; NCCN, 2020, and CCO, 2016) were classified as “recommended,” and the remaining (European Palliative Care Research Collaborative and Chinese Psychosocial Oncology Society) were “recommended with modifications,” especially in the domains of Stakeholder involvement, rigour of development, and applicability. The inter-rater consistency of each domain showed moderate level (0.52–0.90) analyzing by intraclass correlation.

Conclusions

The clinical practice guidelines on psychological distress among cancer patients varied in quality, and there were discrepancies in terms of the recommendations and recommendation grades. These findings could contribute to improving the quality of clinical practice guidelines on psychological distress, and enable the development and implementation of evidence-based guidelines for cancer patients.

Systematic Review Registration

https://www.crd.york.ac.uk/PROSPERO, identifier CRD42020209204.

Trait attributions and threat appraisals explain why an entity theory of personality predicts greater internalizing symptoms during adolescence

Adolescents who hold an entity theory of personality - the belief that people cannot change - are more likely to report internalizing symptoms during the socially stressful transition to high school. It has been puzzling, however, why a cognitive belief about the potential for change predicts symptoms of an affective disorder. The present research integrated three models - implicit theories, hopelessness theories of depression, and the biopsychosocial model of challenge and threat - to shed light on this issue. Study 1 replicated the link between an entity theory and internalizing symptoms by synthesizing multiple datasets (N = 6,910). Study 2 examined potential mechanisms underlying this link using 8-month longitudinal data and 10-day diary reports during the stressful first year of high school (N = 533, 3,199 daily reports). The results showed that an entity theory of personality predicted increases in internalizing symptoms through tendencies to make fixed trait causal attributions about the self and maladaptive (i.e., "threat") stress appraisals. The findings support an integrative model whereby situation-general beliefs accumulate negative consequences for psychopathology via situation-specific attributions and appraisals.

The Potential Application of Mindset Theory to Surgical Education

Mindset theory proposes that individuals hold a range of beliefs regarding the malleability of attributes such as intellect and skill. Within surgery, mindset theory has been discussed as a way of understanding achievement in both the cognitive and technical aspects of learning surgery. A review of the literature reveals a limited body of research that has addressed the mindsets of surgeons or by extension, tied those mindsets to outcomes. Within health professions education, mindset theory has been studied more broadly, but the benefits of mindset theory are largely assumed and drawn from education research regarding children and adolescents. Though mindset theory has gained traction, there has been debate regarding the traits associated with growth and fixed mindsets. The strongest evidence from primary and secondary education shows that low socioeconomic status and academically at-risk students can benefit the most from mindset interventions, and these findings may extend to surgical learning as well. Mindset theory offers an interesting lens to better understand surgical education, but more research is needed to characterize the mindsets of surgeons and understand how these mindsets influence performance and outcomes.

Rethinking the Multidimensionality of Growth Mindset Amid the COVID-19 Pandemic: A Systematic Review and Framework Proposal

Students, staff, and faculty in higher education are facing unprecedented challenges due to the COVID-19 pandemic. Recent data revealed that a good number of academic activities and opportunities were disrupted as a result of the COVID-19 pandemic and its variants. While much uncertainty remains for the next academic year, how higher education institutions and their students might improve responses to the rapidly changing situation matters. This systematic review and framework proposal aim to update previous empirical work and examine the current evidence for the effectiveness of growth mindset interventions in young adults. To this end, a systematic search identified 20 empirical studies involving 5, 805 young adults. These studies examined growth mindset within ecologically valid educational contexts and various content areas. Generally, these findings showed that brief messages of growth mindset can improve underrepresented students' academic performance and facilitate other relevant psychological constructs. In addition, we argue, although growth mindset has been identified as a unitary concept, it is comprised of multiple interdependent skills, such as self-control, self-efficacy, and self-esteem. Understanding the nature of growth mindset may contribute to successful mindset implementation. Therefore, this article presents a practical framework to help educators in higher education rethink the multidimensionality of growth mindset and to provide their students with alternative routes to achieve their goals. Finally, additional articles were discussed to help evaluate growth mindset interventions in higher education.

Growth Mindset Predicts Cognitive Gains in an Older Adult Multi-Skill Learning Intervention

Growth mindset (belief in the malleability of intelligence) is a unique predictor of young learners' increased motivation and learning, and may have broader implications for cognitive functioning. Its role in learning in older adulthood is unclear. As part of a larger longitudinal study, we examined growth mindset and cognitive functioning in older adults engaged in a 3-month multi-skill learning intervention that included growth mindset discussions. Before, during, and after the intervention, participants reported on their growth mindset beliefs and completed a cognitive battery. Study 1 indicated that intervention participants, but not control participants, increased their growth mindset during the intervention. Study 2 replicated these results and found that older adults with higher preexisting growth mindsets showed larger cognitive gains at posttest compared to those with lower preexisting growth mindsets. Our findings highlight the potential role of growth mindset in supporting positive learning cycles for cognitive gains in older adulthood.

Addiction recovery stories: Paul Makin in conversation with Lisa Ogilvie

Purpose

The purpose of this paper is to contribute to a series of recovery stories that examine candid accounts of addiction and recovery. Shared components in the recovery process are considered, along with the change and growth needed to support the transition from addiction to recovery.

Design/methodology/approach

The connectedness, hope, identity, meaning in life and empowerment (CHIME) framework comprises five elements important to recovery. CHIME provides a standard to qualitatively study recovery. As a model, it has been extended to include growth-CHIME (G-CHIME), an element that is important for sustained addiction recovery. In this paper, a first-hand account of addiction recovery is presented, followed by a semi-structured e-interview with the author of the account that is based 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

To the best of the authors’ knowledge, each account of recovery in this series is unique and, as yet, untold.

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.