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Lowndes JS, Holder AM, Markowitz EH, Clatterbuck C, Bradford AL, Doering K, Stevens MH, Butland S, Burke D, Kross S, Hollister JW, Stawitz C, Siple MC, Rios A, Welch JN, Li B, Nojavan F, Davis A, Steiner E, London JM, Fenwick I, Hunzinger A, Verstaen J, Holmes E, Virdi M, Barrett AP, Robinson E. Shifting institutional culture to develop climate solutions with Open Science. Ecol Evol 2024; 14:e11341. [PMID: 38826171 PMCID: PMC11143379 DOI: 10.1002/ece3.11341] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2023] [Revised: 03/24/2024] [Accepted: 04/01/2024] [Indexed: 06/04/2024] Open
Abstract
To address our climate emergency, "we must rapidly, radically reshape society"-Johnson & Wilkinson, All We Can Save. In science, reshaping requires formidable technical (cloud, coding, reproducibility) and cultural shifts (mindsets, hybrid collaboration, inclusion). We are a group of cross-government and academic scientists that are exploring better ways of working and not being too entrenched in our bureaucracies to do better science, support colleagues, and change the culture at our organizations. We share much-needed success stories and action for what we can all do to reshape science as part of the Open Science movement and 2023 Year of Open Science.
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Affiliation(s)
| | - Anna M. Holder
- California Environmental Protection AgencySacramentoCaliforniaUSA
| | | | | | - Amanda L. Bradford
- NOAA Fisheries Pacific Islands Fisheries Science CenterHonoluluHawaiiUSA
| | - Kathryn Doering
- ECS Federal LLC in support of NOAA Fisheries Office of Science and TechnologySeattleWashingtonUSA
| | - Molly H. Stevens
- NOAA Fisheries Southeast Fisheries Science CenterMiamiFloridaUSA
| | | | - Devan Burke
- California Environmental Protection AgencySacramentoCaliforniaUSA
| | - Sean Kross
- Fred Hutch Cancer CenterSeattleWashingtonUSA
| | | | - Christine Stawitz
- ECS Federal LLC in support of NOAA Fisheries Office of Science and TechnologySeattleWashingtonUSA
| | | | - Adyan Rios
- NOAA Fisheries Southeast Fisheries Science CenterMiamiFloridaUSA
| | | | - Bai Li
- ECS Federal LLC in support of NOAA Fisheries Office of Science and TechnologySeattleWashingtonUSA
| | - Farnaz Nojavan
- United States Environmental Protection AgencyWashingtonDCUSA
| | - Alexandra Davis
- University of California, Los AngelesLos AngelesCaliforniaUSA
| | - Erin Steiner
- NOAA Fisheries Northwest Fisheries Science CenterSeattleWashingtonUSA
| | - Josh M. London
- NOAA Fisheries Alaska Fisheries Science CenterSeattleWashingtonUSA
| | - Ileana Fenwick
- The University of North Carolina at Chapel HillChapel HillNorth CarolinUSA
| | - Alexis Hunzinger
- Adnet Systems, Inc. / NASA Goddard Earth Sciences Data and Information Services CenterGreenbeltMDUSA
| | - Juliette Verstaen
- NOAA Fisheries Pacific Islands Fisheries Science CenterHonoluluHawaiiUSA
- Cooperative Institute for Marine and Atmospheric Research, University of HawaiiHonoluluHawaiiUSA
| | - Elizabeth Holmes
- NOAA Fisheries Northwest Fisheries Science CenterSeattleWashingtonUSA
| | - Makhan Virdi
- NASA Atmospheric Science Data CenterWashingtonDCUSA
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Gladstone JR, Tallberg M, Jaxon J, Cimpian A. What makes a role model motivating for young girls? The effects of the role model's growth versus fixed mindsets about ability and interest. J Exp Child Psychol 2024; 238:105775. [PMID: 37742521 DOI: 10.1016/j.jecp.2023.105775] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Revised: 08/21/2023] [Accepted: 08/25/2023] [Indexed: 09/26/2023]
Abstract
Successful women role models can be-but are not always-effective in increasing pursuit of science, technology, engineering, and mathematics (STEM) careers among girls. What makes a woman role model motivating for young girls? An experimental study (N = 205 girls aged 5-8 years; 42.0% girls of color) investigated the effects of a role model's messages about her own ability and interest. The model portrayed her ability and interest as quantities that developed over time (a growth mindset) or that had always been present (a fixed mindset). The role model's growth (vs. fixed) mindset messages about ability-but not interest-increased girls' interest and self-efficacy in the scientist's field, but these effects were observed only among girls of color (ds = 0.56 and 0.65 for interest and self-efficacy, respectively). The findings contribute to theory on role models and growth mindsets, and they also have implications for the design of effective role model interventions.
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3
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Crolic C, Clarkson JJ, Otto AS, Murphy MC. Motivated Knowledge Acquisition: Implicit Self-Theories and the Preference for Knowledge Breadth or Depth. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2023:1461672231211635. [PMID: 38047442 DOI: 10.1177/01461672231211635] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2023]
Abstract
Implicit self-theories posit that individuals ascribe to one of two beliefs regarding the self: an incremental theory motivated by learning goals and an entity theory motivated by performance goals. This work proposes that these theories-and their underlying motivations-reflect individuals' preferences for different knowledge types. Specifically, we propose that incremental theorists prefer knowledge that expands their understanding of diverse experiences within a category (i.e., knowledge breadth), whereas entity theorists prefer knowledge that refines their understanding of a preferred experience within a category (i.e., knowledge depth). Five studies show the effect of implicit self-theories on individuals' preferences for knowledge breadth and depth and the role of learning and performance goals in motivating these knowledge preferences. We address alternative explanations related to general openness, risk-seeking, and perceived quality differences, and we demonstrate the role of negative feedback in reversing these knowledge preferences.
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Pitcher GS, Smeds MR. Reviewing for the journal of vascular surgery, cases, innovations and techniques (JVS-CIT): A "how to" guide for reviewers. J Vasc Surg Cases Innov Tech 2023; 9:101326. [PMID: 37841529 PMCID: PMC10568105 DOI: 10.1016/j.jvscit.2023.101326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2023] Open
Affiliation(s)
- Grayson S. Pitcher
- University of Rochester Medical Center, Division of Vascular Surgery, Rochester, NY
| | - Matthew R. Smeds
- Division of Vascular and Endovascular Surgery, Saint Louis University, Saint Louis, MO
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Burrow AL. Beyond Finding Purpose: Motivating a Translational Science of Purpose Acquisition. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6091. [PMID: 37372678 DOI: 10.3390/ijerph20126091] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Revised: 05/27/2023] [Accepted: 06/07/2023] [Indexed: 06/29/2023]
Abstract
A broad interest in finding purpose is understandable, as having purpose is situated in notions of "the good life" and is linked in studies to greater health and wellbeing. Yet, the empirical basis for whether purpose is truly findable is inadequate, lacking guidance from theories predicting behavioral capacities that drive its acquisition. If feeling purposeful is as favorable as studies suggest, then more transparent and precise explanations of how it is derived are needed; otherwise, the field risks illuminating this resource while leaving the pathways to it unlit. Here, I call for a translational science of purpose acquisition directed at gathering and disseminating evidence of the processes by which this sense can be cultivated. I introduce a minimal viable framework for integrating basic and applied investigations into purpose by bridging laboratory research, intervention and implementation efforts, community-engaged practices, and policies to accelerate testing and strategies for enhancing this salubrious sense in people's lives.
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Affiliation(s)
- Anthony L Burrow
- Department of Psychology, College of Human Ecology, Cornell University, Ithaca, NY 14853, USA
- Bronfenbrenner Center for Translational Research, Cornell University, Ithaca, NY 14853, USA
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Reprint of: Divergence between employer and employee understandings of passion: Theory and implications for future research. RESEARCH IN ORGANIZATIONAL BEHAVIOR 2023. [DOI: 10.1016/j.riob.2023.100184] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/08/2023]
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Commentary on Highly Successful Female Educational Psychologists: Equity and Intersectionality in Success Definitions. EDUCATIONAL PSYCHOLOGY REVIEW 2023; 35:7. [PMID: 36718181 PMCID: PMC9876752 DOI: 10.1007/s10648-023-09727-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/27/2022] [Indexed: 01/27/2023]
Abstract
Despite the international focus on validation and success indicators of academic work across disciplines, examples of accomplished educational psychologists and their personal stories have been limited in the literature. Prinz et al. (2021) interviewed Five Highly Successful Female Educational Psychologists and offered a content analysis of their success stories, including the academics' strategies and trademark characteristics. In this Commentary, I expand on their findings in light of equity and intersectionality perspectives on academic success. I problematise academic success indicators (publication records and impact) with reference to literature on gender disparities in publication metrics and lack of inclusivity in generic measures of academic success. I outline how individual success narratives intersect with our collective responsibility for higher wellbeing and professional recognition of all colleagues. I argue that the equity and intersectionality perspectives are fundamental to inclusive narratives of success and highlight the power structures that have historically impeded access of diverse and minority scholars to top academic positions. I conclude with four recommendations for addressing the persistent structures of inequities in academic career opportunities.
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Trautner M, Schwinger M. How are incremental theories about studying motivation related to effective motivation regulation? LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102232] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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9
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Tang Y, Sansone C. Weighing interest relative to performance in hiring decisions: Important but free? JOURNAL OF APPLIED SOCIAL PSYCHOLOGY 2022. [DOI: 10.1111/jasp.12939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Affiliation(s)
- Yun Tang
- Department of Psychology University of Utah Salt Lake City Utah USA
| | - Carol Sansone
- Department of Psychology University of Utah Salt Lake City Utah USA
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10
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Divergence between employer and employee understandings of passion: Theory and implications for future research. RESEARCH IN ORGANIZATIONAL BEHAVIOR 2022. [DOI: 10.1016/j.riob.2022.100167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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11
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The relations between urban high school science students’ agentic mindset, agentic engagement, and perceived teacher autonomy support and control. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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12
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Wang K, Bailey ER, Jachimowicz JM. The Passionate Pygmalion Effect: Passionate employees attain better outcomes in part because of more preferential treatment by others. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2022. [DOI: 10.1016/j.jesp.2022.104345] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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13
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Schellenberg BJ, Gaudreau P, Bailis DS. Lay theories of obsessive passion and performance: It all depends on the bottom line. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2022.111528] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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14
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Dang J, Liu L. A growth mindset about human minds promotes positive responses to intelligent technology. Cognition 2021; 220:104985. [PMID: 34920301 DOI: 10.1016/j.cognition.2021.104985] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2021] [Revised: 11/30/2021] [Accepted: 12/05/2021] [Indexed: 11/03/2022]
Abstract
Perceiving minds in technology agents, for example, robots designed with artificial intelligence (AI), is common and crucial in modern life. However, past studies have revealed that robots with a high level of minds elicit polarized responses. From a human-robot interaction perspective, we proposed that people' responses to robots, in part, originate from differences between fixed and growth mindsets about human minds-the beliefs regarding whether humans' mental capacities are fixed or incremental. We conducted five studies to test this assumption. A growth mindset about human minds was associated with or led to lower levels of negative feelings about robots (Study 1), more perceptions of robots as allies versus enemies (Study 2), more support for robotic research (Studies 3 and 4), and greater willingness to interact with robots (Study 5). Furthermore, the effect of a growth mindset about human minds on favorable responses to robots was more pronounced when robots were perceived as having high (versus low) levels of minds (Studies 3-5) and mediated by decreased concerns about robots (Study 5). By emphasizing the nuanced role of mindset beliefs about human minds in responses to intelligent technology, this research provides not only a new perspective on research into minds but also important implications for human-technology relationships.
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Affiliation(s)
- Jianning Dang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China.
| | - Li Liu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China.
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Levine SC, Pantoja N. Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches. DEVELOPMENTAL REVIEW 2021. [DOI: 10.1016/j.dr.2021.100997] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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16
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Chen P, Lin Y, Pereira DJH, O'Keefe PA, Yates JF. Fanning the Flames of Passion: A Develop Mindset Predicts Strategy-Use Intentions to Cultivate Passion. Front Psychol 2021; 12:634903. [PMID: 34421701 PMCID: PMC8375551 DOI: 10.3389/fpsyg.2021.634903] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2020] [Accepted: 06/01/2021] [Indexed: 12/03/2022] Open
Abstract
College students are encouraged to major in subjects they are passionate about but less often advised about what to do when passion is low. What self-regulatory strategies do students use to up-regulate their passion toward their subjects, and how might they be oriented toward using such effective strategies? Three studies examined how the belief that passion is developed – a “develop” mindset – relates to students’ intentions to use strategies to actively grow their passion. The more strongly students endorsed a develop mindset, the more of these “cultivation strategies” they reported using, and in turn, the larger their increase in reported passion toward their subject majors (Study 1). Instilling a develop mindset causally increased students’ intentions to use more cultivation strategies (Study 2) – with some effects lasting up to a year (Study 3). Instilling a develop mindset can potentially help students to ignite their passion when its flame burns low.
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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, Singapore
| | - Yuching Lin
- Department of Psychology, University of Virginia, Charlottesville, VA, United States
| | - Don J H Pereira
- Department of Psychology, National University of Singapore, Singapore, Singapore
| | - Paul A O'Keefe
- Institute for Applied Learning Sciences and Educational Technology, National University of Singapore, Singapore, Singapore.,Division of Social Sciences, Yale-NUS College, Singapore, Singapore.,Department of Management and Organisation, NUS Business School, National University of Singapore, Singapore, Singapore
| | - J Frank Yates
- Department of Psychology, University of Michigan, Ann Arbor, MI, United States
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Zhang JW, Kessler E, Braasch JL. Self-compassion mindsets can predict statistics course performance via intelligence mindsets and statistics anxiety. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Abstract
BACKGROUND Nursing students may not use the most effective learning strategies. Offering students an academic success model such as Dweck's mindset model may improve student learning. The influence of nursing students' mindsets on study strategies has not been explored. PURPOSE This study examined nursing students' mindset proclivity and choice of learning strategies. METHODS This descriptive, cross-sectional quantitative pilot study used a web-based survey to examine a national sample of 151 nursing students' mindsets and learning habits. RESULTS Students with a growth mindset demonstrated the use of more effective learning strategies than their fixed mindset peers. CONCLUSIONS Nurse educators need to assess student learning because half of the students in this study had never had anyone teach them how to learn effectively. Early evidence is emerging that the growth mindset model may hold promise as an academic success model for nursing education.
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Williams CA, Lewis L. Mindsets in health professions education: A scoping review. NURSE EDUCATION TODAY 2021; 100:104863. [PMID: 33780774 DOI: 10.1016/j.nedt.2021.104863] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2021] [Revised: 02/25/2021] [Accepted: 03/03/2021] [Indexed: 06/12/2023]
Abstract
The growth mindset model has been linked with enhancing academic success in college students. A scoping review was conducted detailing evidence of the growth mindset model's application in health professions. Databases searched included: MEDLINE, CINAHL, ERIC, Scopus, Conference Papers Index, Embase, and Education Database. A hand search was also carried out. 1296 articles were reviewed. Inclusion/exclusion resulted in 22 articles from health professions articles: medical education (10), nursing (3), veterinary (3), pharmacy (2), physiotherapy (1), and general health professions education (3). This study demonstrated that fixed mindset student learners may avoid constructive feedback, hide errors, and express negative maladaptive behaviors that threaten their learning. To cultivate an adaptive lifelong learning health professional, the growth mindset model shows promise and should be integrated into curricula. In closing, many articles were not empirical research. Implications: The growth mindset model shows promise for academic success in health professions education, but more robust studies are warranted.
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Affiliation(s)
- Cheryl A Williams
- Salem State University, 352 Lafayette Street, Salem, MA, United States of America.
| | - Lisa Lewis
- Duke University, United States of America
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Li X, Han M, Cohen GL, Markus HR. Passion matters but not equally everywhere: Predicting achievement from interest, enjoyment, and efficacy in 59 societies. Proc Natl Acad Sci U S A 2021; 118:e2016964118. [PMID: 33712544 PMCID: PMC7980419 DOI: 10.1073/pnas.2016964118] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
How to identify the students and employees most likely to achieve is a challenge in every field. American academic and lay theories alike highlight the importance of passion for strong achievement. Based on a Western independent model of motivation, passionate individuals-those who have a strong interest, demonstrate deep enjoyment, and express confidence in what they are doing-are considered future achievers. Those with less passion are thought to have less potential and are often passed over for admission or employment. As academic institutions and corporations in the increasingly multicultural world seek to acquire talent from across the globe, can they assume that passion is an equally strong predictor of achievement across cultural contexts? We address this question with three representative samples totaling 1.2 million students in 59 societies and provide empirical evidence of a systematic, cross-cultural variation in the importance of passion in predicting achievement. In individualistic societies where independent models of motivation are prevalent, relative to collectivistic societies where interdependent models of motivation are more common, passion predicts a larger gain (0.32 vs. 0.21 SD) and explains more variance in achievement (37% vs. 16%). In contrast, in collectivistic societies, parental support predicts achievement over and above passion. These findings suggest that in addition to passion, achievement may be fueled by striving to realize connectedness and meet family expectations. Findings highlight the risk of overweighting passion in admission and employment decisions and the need to understand and develop measures for the multiple sources and forms of motivation that support achievement.
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Affiliation(s)
- Xingyu Li
- Graduate School of Education, Stanford University, Stanford, CA 94305;
| | - Miaozhe Han
- School of Business, The Chinese University of Hong Kong, Shatin, Hong Kong 999077
| | - Geoffrey L Cohen
- Graduate School of Education, Stanford University, Stanford, CA 94305
- Department of Psychology, Stanford University, Stanford, CA 94305
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Joseph PV, McCauley L, Richmond TS. PhD programs and the advancement of nursing science. J Prof Nurs 2021; 37:195-200. [PMID: 33674093 DOI: 10.1016/j.profnurs.2020.06.011] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2020] [Revised: 06/23/2020] [Accepted: 06/30/2020] [Indexed: 12/19/2022]
Abstract
Nurses are well-positioned to be groundbreaking researchers, scientists, leaders, and innovators to improve the health and well-being of individuals, families, and communities. Nurse scientists are needed to contribute to scientific discoveries that inform effective strategies to improve patient care and outcomes and to inform future policies. Thoughtful consideration is required about the preparation of nurse scientists to ensure they are equipped with the knowledge and skill sets to meet the needs of society. Evolving health needs and priority areas of inquiry along with an ever-increasing array of sophisticated methodologies and centrality of interdisciplinary teams to solve complex problems should drive how we prepare PhD students. This paper reflects a panel and subsequent dialogue with nurse leaders at the PhD summit held at the University of Pennsylvania in October 2019. Three aspects of PhD education and the advancement of nursing science are discussed 1) examining important elements to support nurse scientist development; 2) identifying key gaps in science that the discipline needs to address in educating the next generation of nurse scientists; and 3) preparing nurse scientists for the competitive funding environment.
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Affiliation(s)
- Paule V Joseph
- Sensory Science & Metabolism Unit, Biobehavioral Branch, Division of Intramural Research, National Institute of Nursing Research, United States of America
| | - Linda McCauley
- Nell Hodgson Woodruff School of Nursing, Emory University, United States of America
| | - Therese S Richmond
- Biobehavioral Health Sciences Department, School of Nursing, University of Pennsylvania, United States of America.
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O'Keefe PA, Horberg E, Sabherwal A, Ibasco GC, Binti Zainal A. Thinking beyond boundaries: A growth theory of interest enhances integrative thinking that bridges the arts and sciences. ORGANIZATIONAL BEHAVIOR AND HUMAN DECISION PROCESSES 2021. [DOI: 10.1016/j.obhdp.2020.10.007] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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23
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Cain J. Reading the Story Behind Success. J Pediatr Pharmacol Ther 2020; 25:661-662. [PMID: 33214776 DOI: 10.5863/1551-6776-25.8.661] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/11/2020] [Indexed: 11/11/2022]
Abstract
Everyone who is successful in their career and in life has a story. While the storylines may differ from individual to individual, there is almost always something more to the plot than innate talents and skills. Obstacles, failures, and setbacks are common to everyone, but the successful somehow find a way to rebound, recover, and persevere. This editorial describes one such story of passion and grit of an award-winning pediatric pharmacist.
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Affiliation(s)
- Jeff Cain
- Pharmacy Practice and Science Department, University of Kentucky, Lexington, KY
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Park D, Tsukayama E, Yu A, Duckworth AL. The development of grit and growth mindset during adolescence. J Exp Child Psychol 2020; 198:104889. [PMID: 32629233 PMCID: PMC8747892 DOI: 10.1016/j.jecp.2020.104889] [Citation(s) in RCA: 32] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2019] [Revised: 05/02/2020] [Accepted: 05/03/2020] [Indexed: 01/23/2023]
Abstract
Individual differences in grit and growth mindset predict effort and achievement in the face of challenges, but little is known about how the two traits influence each other during adolescence. In the current investigation, we analyzed data on grit and growth mindset collected from 1667 adolescents and their teachers on four occasions over 2 academic years. In autoregressive cross-lagged models, grit predicted rank-order increases in growth mindset and growth mindset predicted rank-order increases in grit. These findings suggest that during adolescence, grit and growth mindset are distinct but mutually reinforcing.
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Affiliation(s)
- Daeun Park
- Department of Child Welfare, Chungbuk National University, Cheongju, Chungbuk 28644, South Korea.
| | - Eli Tsukayama
- Division of Business Administration, University of Hawaii-West O'ahu, Kapolei, HI 96707, USA
| | - Alisa Yu
- Graduate School of Business, Stanford University, Stanford, CA 94305, USA
| | - Angela L Duckworth
- Department of Psychology, University of Pennsylvania, Philadelphia, PA 19104, USA
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Abstract
Can people improve their lives by smiling more, trying to have a better posture, and by thinking about good memories? Can individuals become more successful by deliberatively engaging in positive actions and thoughts? Do people feel better by following recommendations from naïve psychology? In the present article we discuss these questions, noting that although some popular interventions thought to be universally beneficial (e.g., inductions of happiness, self-affirmation, empowerment, self-distancing) can sometimes yield positive outcomes, at other times the outcomes can also be negative. Taking an empirical approach based on experimental evidence, we postulate that understanding the underlying processes discovered in the science of persuasion is the key for specifying why, when, and for whom these practical initiatives are more likely to work or to backfire.
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Lewis LS, Williams CA, Dawson SD. Growth Mindset Training and Effective Learning Strategies in Community College Registered Nursing Students. TEACHING AND LEARNING IN NURSING 2020. [DOI: 10.1016/j.teln.2020.01.006] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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27
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Zhou Y, Yang W, Bai X. Creative Mindsets: Scale Validation in the Chinese Setting and Generalization to the Real Workplace. Front Psychol 2020; 11:463. [PMID: 32273862 PMCID: PMC7113404 DOI: 10.3389/fpsyg.2020.00463] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2019] [Accepted: 02/27/2020] [Indexed: 11/13/2022] Open
Abstract
Creative mindsets reflect the implicit beliefs individuals hold regarding the nature of creativity as innate (i.e., fixed mindset) or malleable (i.e., growth mindset). Karwowski (2014) developed the Creative Mindsets Scale (CMS), in which fixed and growth creative mindsets were each measured with five items. Across three studies, the current study aimed to examine its psychometric properties in Chinese settings and to explore to what extent effects of creative mindsets on creativity were generalized to the real workplace. Based on the survey data of 216 college students (Study 1) and 205 full-time employees (Study 2) in China, results consistently indicated that a two-factor structure, in which both types of creative mindsets were independent of each other, was confirmed. Measures of both types of creative mindsets were of satisfactory psychometric features in terms of reliability (internal consistency) and validity (construct, convergent, and discriminant validities). Furthermore, Study 1 provided evidence for the incremental validity of creative mindsets beyond mindsets of intelligence in explaining creative personal identity and creative self-efficacy. Based on a third independent sample consisting of 282 full-time employees from several Chinese companies, Study 3 further demonstrated that measures of creative mindsets could predict employees' creative performance as rated by their supervisors, lending additional support for their generalizability to the real workplace. Moreover, growth mindset, but not fixed mindset, was significantly related to creative performance, and such an effect was mediated by effort. The present study contributes to the creative mindset literature by cross-validating the CMS's psychometric properties in a new setting and empirically establishing the link between creative mindsets and employees' creativity in the real workplace.
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Affiliation(s)
- Yiyong Zhou
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Wa Yang
- School of Labor and Human Resources, Renmin University of China, Beijing, China
| | - Xinwen Bai
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
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Shaw ST, Pogossian AA, Ramirez G. The mathematical flexibility of college students: The role of cognitive and affective factors. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 90:981-996. [PMID: 31999845 DOI: 10.1111/bjep.12340] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2019] [Revised: 11/15/2019] [Indexed: 11/28/2022]
Abstract
BACKGROUND Traditional math instruction that emphasizes procedures and rote memorization is common in math classes, particularly within the United States. Students may be able to perform steps and recite information, but flexible thinking in math is also an important ability. Lay theories assume that extensive experience in math would lead to increased flexibility, but some research has posited a change-resistant account, which argues that experience with traditional instruction may make it difficult to think flexibly about even simple concepts. AIMS The current study explored the mathematical flexibility of college students who completed their K-12 education in the United States, and investigated how affective and cognitive factors contributed to flexible thinking. SAMPLE Participants were 128 undergraduate students at a competitive U.S. public university. METHOD Mathematical flexibility was measured through a novel task that asked participants to generate as many strategies as they could for a simple arithmetic problem. These strategies were coded to create scores of fluency (number of strategies) and flexibility (number of unique strategies). RESULTS AND CONCLUSIONS On average, participants were only able to provide little more than three unique strategies beyond the primary strategy taught in K-12 classrooms. Measures of math anxiety, math identity, need for cognition, and working memory were all unrelated to flexibility. However, student perceptions of how many possible solutions exist were significantly related to flexibility. These results provide evidence for a change-resistance account and provide further evidence that math flexibility is a unique construct.
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Affiliation(s)
- Stacy T Shaw
- Department of Psychology, University of California, Los Angeles, California, USA
| | - Anahit A Pogossian
- Department of Education, University of California, Los Angeles, California, USA
| | - Gerardo Ramirez
- Department of Educational Psychology, Ball State University, Muncie, Indiana, USA
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Newman A, Obschonka M, Moeller J, Chandan GG. Entrepreneurial Passion: A Review, Synthesis, and Agenda for Future Research. APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE 2019. [DOI: 10.1111/apps.12236] [Citation(s) in RCA: 46] [Impact Index Per Article: 9.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
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Cheryan S, Lombard EJ, Hudson L, Louis K, Plaut VC, Murphy MC. Double isolation: Identity expression threat predicts greater gender disparities in computer science. SELF AND IDENTITY 2019. [DOI: 10.1080/15298868.2019.1609576] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Sapna Cheryan
- Department of Psychology, University of Washington, Seattle, WA, USA
| | - Ella J. Lombard
- Department of Psychology, Northwestern University, Evanston, IL, USA
| | - Lauren Hudson
- Department of Psychology, University of Washington, Seattle, WA, USA
| | - Kengthsagn Louis
- Department of Psychology, Stanford University, Stanford, CA, USA
| | | | - Mary C. Murphy
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA
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Schorr A. Pipped at the Post: Knowledge Gaps and Expected Low Parental IT Competence Ratings Affect Young Women's Awakening Interest in Professional Careers in Information Science. Front Psychol 2019; 10:968. [PMID: 31118914 PMCID: PMC6504807 DOI: 10.3389/fpsyg.2019.00968] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2019] [Accepted: 04/11/2019] [Indexed: 12/02/2022] Open
Abstract
Although many jobs in today's information science allow favorable work-life-schedules for women, they still hesitate to enter this territory. In a study based on individual interviews with N = 134 students aged 14-18 years, who visited the Deutsches Museum in Munich, Germany, we collected data on the students' socialization in information and communication technology (ICT), on their self-rated ICT competence, their working knowledge of ICT professions, and their reaction to sexist statements. To analyze more in depth, we provided the participants with two alternative forms of vocational counseling interventions designed to modify their ICT-related attitudes (information vs. robotics condition). Analyses of variance and multiple linear regressions were administered to the data. Results: The girls in this study were socialized more than one year after the boys in using computers. While the boys received their ICT training mostly through their fathers and peers, the girls frequently had to rely on their teachers for ICT instruction. The girls rate their ICT competence lower than the boys; nevertheless, both genders share a relatively high interest in ICT professions. What's more, the girls are less convinced that men have a natural talent for computer science. Openness toward taking up jobs in the ICT industry in the case of the boys is less determined by their self-rated computer competence and the perceived ICT talent assessment by their parents. In both intervention conditions, they eagerly received and processed the new information provided. The girls' interest in an ICT career largely depends on preconditions, namely on their self-rated ICT competence, on a long-standing enthusiasm for computers, and on what they perceive their parents think about their ICT talents. Unlike the more pragmatic approach of the boys, their self-doubts, especially among the academic high school girls brings about that they are still in danger to leave the field of information/computer science before having entered it. In general, the participants' responses point to a comprehensive misdirection of young women in German middle schools and academic high schools. Fortunately, this study provides a lot of evidence on how to fix this major mishap in the interest of both sexes.
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Affiliation(s)
- Angela Schorr
- Media Psychology Lab, Institute of Psychology, Faculty II, University of Siegen, Siegen, Germany
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Thoman DB, Lee GA, Zambrano J, Geerling DM, Smith JL, Sansone C. Social influences of interest: Conceptualizing group differences in education through a self-regulation of motivation model. GROUP PROCESSES & INTERGROUP RELATIONS 2019. [DOI: 10.1177/1368430219838337] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Understanding group-based inequalities in education requires attention not only to performance and achievement outcomes, but also to whether and how students sustain motivation for their educational and career paths over long periods of time. The self-regulation of motivation (SRM) model describes how students’ choices to persist are driven by the dynamic interaction between goals-defined motivation, which typically guides choices to start or reengage in an activity, and experience-defined motivation (or interest), which becomes a proximal predictor of persistence once engaged in the activity. Social influences can shape both kinds of motivations in ways that systematically contribute to differences in student persistence across groups and in how people self-regulate motivation. In this paper, we detail the ways in which social roles and group norms, interpersonal bias, and institutional structural barriers can shape motivational experiences and persistence of underrepresented groups of students through several specified processes within the SRM model. We describe how the model might illumine underlying causes of differential participation rates in certain fields, and we discuss key directions for future research.
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Stein R, Swan AB. Evaluating the validity of Myers-Briggs Type Indicator theory: A teaching tool and window into intuitive psychology. SOCIAL AND PERSONALITY PSYCHOLOGY COMPASS 2019. [DOI: 10.1111/spc3.12434] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Rattan A, Ozgumus E. Embedding mindsets in context: Theoretical considerations and opportunities for studying fixed-growth lay theories in the workplace. RESEARCH IN ORGANIZATIONAL BEHAVIOR 2019. [DOI: 10.1016/j.riob.2020.100127] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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