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Postigo Á, Álvarez-Gutiérrez FJ, Cuesta M, García-Cueto E. General versus domain-specific grit in the work context. Scand J Psychol 2024. [PMID: 38701005 DOI: 10.1111/sjop.13025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2023] [Revised: 01/30/2024] [Accepted: 04/14/2024] [Indexed: 05/05/2024]
Abstract
Researchers have questioned whether grit should be conceptualized and measured as a global (i.e., domain-general) or domain-specific construct. Although evidence is beginning to appear that grit in educational and sport contexts may be measured as domain-specific, it has not yet been explored in the organizational context. The objective of this research was to study the psychometric properties of grit as domain-specific for subsequently analyzing if such domain-specific grit (labor grit) improves the predictive validity of different organizational results. A sample of 326 active workers was used (Myears = 37.52; SD = 9.85). Their grit levels in the general domain and specific domain were evaluated, as well as their main personality traits and other organizational results such as work engagement and work performance. The grit instrument as domain-specific showed excellent reliability (ω = 0.92), and the unidimensionality of the instrument was confirmed. The results point to the fact that giving an organizational connotation to the grit items does not improve the predictability of the results. However, labor grit adds incremental validity over personality traits and work engagement to predict task and contextual performance (Δr2 = 0.13), but not to predict counterproductive behavior.
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Affiliation(s)
- Álvaro Postigo
- Department of Psychology, University of Oviedo, Oviedo, Spain
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2
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Lee ASY, Fung WK, Chan DKC, Chung KKH. The effectiveness of a positive psychological intervention for promoting preschool teachers' well-being and professional competence: EASP intervention program. Appl Psychol Health Well Being 2024. [PMID: 38646948 DOI: 10.1111/aphw.12544] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2024] [Accepted: 03/26/2024] [Indexed: 04/25/2024]
Abstract
The present study investigated the effectiveness of the Early Advancement in Social-Emotional Health and Positivity (EASP) program, a positive psychological intervention promoting preschool teachers' well-being and the motivational aspect of professional competence. Participants were 273 in-service preschool teachers (Mage = 34.56 years, SD = 9.52, range = 22-58; female = 98.90%) who participated in a 2-month randomized controlled trial. Participants were randomly assigned to the intervention group (n = 143) receiving 1) four online workshops, 2) a smartphone app, and 3) an online activity, or to the wait-list control group (n = 130), which received the intervention materials after all the data collection. Participants reported their well-being dimensions, teaching self-efficacy, and autonomous motivation for teaching before and after the intervention. Results from a path analytic model exhibited excellent fit with the data, χ2 = 37.62, df = 33, CFI = .99, TLI = .98, RMSEA = .02 [90% CI = 0.00, 0.05], SRMR = .02. The intervention had direct effects on changes in well-being dimensions, including positivity, outcome, strength, engagement, and resilience (β = .14 to .26, ps = .00 to .04), and indirect intervention effects on changes in teaching self-efficacy and autonomous motivation for teaching (β = .14 to .15, ps = .00 to .01). These findings highlighted the potential value of implementing positive psychological interventions in educational settings to promote the well-being and professional competence among preschool teachers.
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Affiliation(s)
- Alfred S Y Lee
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong
| | - Wing Kai Fung
- Early Childhood, School of Education, Liverpool Hope University, Liverpool, UK
| | - Derwin K C Chan
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong
| | - Kevin Kien Hoa Chung
- Centre for Child and Family Science, The Education University of Hong Kong, Hong Kong
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong
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O'Driscoll C, Singh A, Chichua I, Clodic J, Desai A, Nikolova D, Yap AJ, Zhou I, Pilling S. An Ecological Mobile Momentary Intervention to Support Dynamic Goal Pursuit: Feasibility and Acceptability Study. JMIR Form Res 2024; 8:e49857. [PMID: 38506904 PMCID: PMC10993123 DOI: 10.2196/49857] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2023] [Revised: 02/02/2024] [Accepted: 02/22/2024] [Indexed: 03/21/2024] Open
Abstract
BACKGROUND Individuals can experience difficulties pursuing their goals amid multiple competing priorities in their environment. Effective goal dynamics require flexible and generalizable pursuit skills. Supporting successful goal pursuit requires a perpetually adapting intervention responsive to internal states. OBJECTIVE The purpose of this study was to (1) develop a flexible intervention that can adapt to an individual's changing short to medium-term goals and be applied to their daily life and (2) examine the feasibility and acceptability of the just-in-time adaptive intervention for goal pursuit. METHODS This study involved 3 iterations to test and systematically enhance all aspects of the intervention. During the pilot phase, 73 participants engaged in an ecological momentary assessment (EMA) over 1 month. After week 1, they attended an intervention training session and received just-in-time intervention prompts during the following 3 weeks. The training employed the Capability, Opportunity, Motivation, and Behavior (COM-B) framework for goal setting, along with mental contrasting with implementation intentions (MCII). Subsequent prompts, triggered by variability in goal pursuit, guided the participants to engage in MCII in relation to their current goal. We evaluated feasibility and acceptability, efficacy, and individual change processes by combining intensive (single-case experimental design) and extensive methods. RESULTS The results suggest that the digital intervention was feasible and acceptable to participants. Compliance with the intervention was high (n=63, 86%). The participants endorsed high acceptability ratings relating to both the study procedures and the intervention. All participants (N=73, 100%) demonstrated significant improvements in goal pursuit with an average difference of 0.495 units in the outcome (P<.001). The results of the dynamic network modeling suggest that self-monitoring behavior (EMA) and implementing the MCII strategy may aid in goal reprioritization, where goal pursuit itself is a driver of further goal pursuit. CONCLUSIONS This pilot study demonstrated the feasibility and acceptability of a just-in-time adaptive intervention among a nonclinical adult sample. This intervention used self-monitoring of behavior, the COM-B framework, and MCII strategies to improve dynamic goal pursuit. It was delivered via an Ecological Momentary Intervention (EMI) procedure. Future research should consider the utility of this approach as an additional intervention element within psychological interventions to improve goal pursuit. Sustaining goal pursuit throughout interventions is central to their effectiveness and warrants further evaluation.
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Affiliation(s)
- Ciarán O'Driscoll
- CORE Data Lab, Centre for Outcomes Research and Effectiveness, University College London, London, United Kingdom
| | - Aneesha Singh
- UCL Interaction Centre, University College London, London, United Kingdom
| | - Iya Chichua
- CORE Data Lab, Centre for Outcomes Research and Effectiveness, University College London, London, United Kingdom
| | - Joachim Clodic
- CORE Data Lab, Centre for Outcomes Research and Effectiveness, University College London, London, United Kingdom
| | - Anjali Desai
- CORE Data Lab, Centre for Outcomes Research and Effectiveness, University College London, London, United Kingdom
| | - Dara Nikolova
- CORE Data Lab, Centre for Outcomes Research and Effectiveness, University College London, London, United Kingdom
| | - Alex Jie Yap
- CORE Data Lab, Centre for Outcomes Research and Effectiveness, University College London, London, United Kingdom
| | - Irene Zhou
- CORE Data Lab, Centre for Outcomes Research and Effectiveness, University College London, London, United Kingdom
| | - Stephen Pilling
- CORE Data Lab, Centre for Outcomes Research and Effectiveness, University College London, London, United Kingdom
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Alidu L, Al-Khudairy L, Bharatan I, Bird P, Campbell N, Currie G, Hemming K, Jolly K, Kudrna L, Lilford R, Martin J, Quinn L, Schmidtke KA, Yates J. Protocol for a cluster randomised waitlist-controlled trial of a goal-based behaviour change intervention for employees in workplaces enrolled in health and wellbeing initiatives. PLoS One 2023; 18:e0282848. [PMID: 37769002 PMCID: PMC10538707 DOI: 10.1371/journal.pone.0282848] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Accepted: 02/19/2023] [Indexed: 09/30/2023] Open
Abstract
Many workplaces offer health and wellbeing initiatives to their staff as recommended by international and national health organisations. Despite their potential, the influence of these initiatives on health behaviour appears limited and evaluations of their effectiveness are rare. In this research, we propose evaluating the effectiveness of an established behaviour change intervention in a new workplace context. The intervention, 'mental contrasting plus implementation intentions', supports staff in achieving their health and wellbeing goals by encouraging them to compare the future with the present and to develop a plan for overcoming anticipated obstacles. We conducted a systematic review that identified only three trials of this intervention in workplaces and all of them were conducted within healthcare organisations. Our research will be the first to evaluate the effectiveness of mental contrasting outside a solely healthcare context. We propose including staff from 60 organisations, 30 in the intervention and 30 in a waitlisted control group. The findings will contribute to a better understanding of how to empower and support staff to improve their health and wellbeing. Trial registration: ISRCTN17828539.
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Affiliation(s)
- Lailah Alidu
- Institute of Applied Health Research, University of Birmingham, Birmingham, England
| | - Lena Al-Khudairy
- Warwick Medical School, Health Sciences, University of Warwick, Coventry, England
| | - Ila Bharatan
- Warwick Business School, Entrepreneurship & Innovation Group, University of Warwick, Coventry, England
| | - Paul Bird
- West Midlands Academic Health Science Network, West Midlands, England
| | - Niyah Campbell
- Institute of Applied Health Research, University of Birmingham, Birmingham, England
| | - Graeme Currie
- Warwick Business School, Entrepreneurship & Innovation Group, University of Warwick, Coventry, England
| | - Karla Hemming
- Institute of Applied Health Research, University of Birmingham, Birmingham, England
| | - Kate Jolly
- Institute of Applied Health Research, University of Birmingham, Birmingham, England
| | - Laura Kudrna
- Institute of Applied Health Research, University of Birmingham, Birmingham, England
| | - Richard Lilford
- Institute of Applied Health Research, University of Birmingham, Birmingham, England
| | - James Martin
- Institute of Applied Health Research, University of Birmingham, Birmingham, England
| | - Laura Quinn
- Institute of Applied Health Research, University of Birmingham, Birmingham, England
| | - Kelly Ann Schmidtke
- University of Health Science and Pharmacy, St Louis, MO, United States of America
| | - James Yates
- Institute of Applied Health Research, University of Birmingham, Birmingham, England
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Chen P, Teo DWH, Foo DXY, Derry HA, Hayward BT, Schulz KW, Hayward C, McKay TA, Ong DC. Real-world effectiveness of a social-psychological intervention translated from controlled trials to classrooms. NPJ SCIENCE OF LEARNING 2022; 7:20. [PMID: 36038565 PMCID: PMC9424297 DOI: 10.1038/s41539-022-00135-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Accepted: 05/30/2022] [Indexed: 06/15/2023]
Abstract
Social-psychological interventions have raised the learning and performance of students in rigorous efficacy trials. Yet, after they are distributed "in the wild" for students to self-administer, there has been little research following up on their translational effectiveness. We used cutting-edge educational technology to tailor, scale up, and track a previously-validated Strategic Resource Use intervention among 12,065 college students in 14 STEM and Economics classes. Students who self-administered this "Exam Playbook" benefitted by an average of 2.17 percentage points (i.e., a standardized effect size of 0.18), compared to non-users. This effect size was 1.65 percentage points when controlling for college entrance exam scores and 1.75 [-1.88] for adding [dropping] the Exam Playbook in stratified matching analyses. Average benefits differed in magnitude by the conduciveness of the class climate (including peer norms and incentives), gender, first-generation status, as well as how often and how early they used the intervention. These findings on how, when, and who naturally adopts these resources address a need to improve prediction, translation, and scalability of social-psychological intervention benefits.
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Affiliation(s)
- Patricia Chen
- Department of Psychology, National University of Singapore, Singapore, Singapore.
- Institute for Applied Learning Sciences and Educational Technology, National University of, Singapore, Singapore.
| | - Dennis W H Teo
- Department of Information Systems and Analytics, National University of Singapore, Singapore, Singapore
| | - Daniel X Y Foo
- Department of Psychology, National University of Singapore, Singapore, Singapore
| | - Holly A Derry
- The Center for Academic Innovation, University of Michigan, Ann Arbor, MI, USA
| | - Benjamin T Hayward
- The Center for Academic Innovation, University of Michigan, Ann Arbor, MI, USA
| | - Kyle W Schulz
- The Center for Academic Innovation, University of Michigan, Ann Arbor, MI, USA
| | - Caitlin Hayward
- The Center for Academic Innovation, University of Michigan, Ann Arbor, MI, USA
| | - Timothy A McKay
- Departments of Physics and Astronomy, College of Literature, Science, and the Arts, and School of Education, University of Michigan, Ann Arbor, MI, USA
| | - Desmond C Ong
- Department of Psychology, University of Texas at Austin, Texas, USA.
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Nguyen T, Scholer AA, Miele DB, Edwards MC, Fujita K. Predicting Academic Performance with an Assessment of Students’ Knowledge of the Benefits of High-Level and Low-Level Construal. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2022. [DOI: 10.1177/19485506221090051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Metamotivation research suggests that people understand the benefits of engaging in high-level versus low-level construal (i.e., orienting toward the abstract, essential versus concrete, idiosyncratic features of events) in goal-directed behavior. The current research examines the psychometric properties of one assessment of this knowledge and tests whether it predicts consequential outcomes (academic performance). Exploratory and confirmatory factor analyses revealed a two-factor structure, whereby knowledge of the benefits of high-level construal (i.e., high-level knowledge) and low-level construal (i.e., low-level knowledge) were distinct constructs. Participants on average evidenced beliefs about the normative benefits of high-level and low-level knowledge that accord with published research. Critically, individual differences in high-level and low-level knowledge independently predicted grades, controlling for traditional correlates of grades. These findings suggest metamotivational knowledge may be a key antecedent to goal success and lead to novel diagnostic assessments and interventions.
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Affiliation(s)
- Tina Nguyen
- The Ohio State University, Columbus, OH, USA
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Karlen Y, Hirt CN, Liska A, Stebner F. Mindsets and Self-Concepts About Self-Regulated Learning: Their Relationships With Emotions, Strategy Knowledge, and Academic Achievement. Front Psychol 2021; 12:661142. [PMID: 34220633 PMCID: PMC8249735 DOI: 10.3389/fpsyg.2021.661142] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2021] [Accepted: 05/25/2021] [Indexed: 11/13/2022] Open
Abstract
Being a self-regulated learner and believing that deliberate strategy use might be an effective way of overcoming learning challenges is important for achieving academic success. Learners' self-theories about their abilities might explain why some students are more inclined to engage in self-regulated learning (SRL) than others. This study aims to investigate the relationships between students' mindsets and self-concepts about SRL and their correlation with enjoyment, boredom, strategy knowledge, and academic achievements. As covariates, we included gender, age, and academic track. We surveyed 244 students (46.3% female) from the lower secondary school level with a mean age of 14.57 years. The results revealed that mindsets about SRL support more adaptive learning emotions (i.e., higher enjoyment and lower boredom) and positively relate to students' strategy knowledge. The students' self-concepts about SRL are positively related to their enjoyment and academic achievements. Gender-specific differences between the students revealed a disadvantage for the boys, who had lower self-concepts about SRL, lower strategy knowledge, and lower academic achievements in comparison to the girls. Furthermore, the study also revealed that students in the lower academic track adhered more to a fixed mindset about SRL and had lower strategy knowledge than their peers in the higher academic track. Finally, we found an indirect relationship between mindset about SRL and academic achievement via self-concepts about SRL. Overall, our results emphasize the importance of students' mindsets and self-concepts about SRL for their learning and academic achievements.
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Affiliation(s)
- Yves Karlen
- School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
| | - Carmen Nadja Hirt
- School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
| | - Alina Liska
- Institute of Educational Research, Ruhr University Bochum, Bochum, Germany
| | - Ferdinand Stebner
- Institute of Educational Science, University of Osnabrück, Osnabrück, Germany
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Lynch MP, Corbett AC. Entrepreneurial mindset shift and the role of cycles of learning. JOURNAL OF SMALL BUSINESS MANAGEMENT 2021. [DOI: 10.1080/00472778.2021.1924381] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
| | - Andrew C. Corbett
- Entrepreneurship Division, Babson College
- Business School, Nord University
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