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Wikipedia

Mindset

May 05, 2023

"Mentality" redirects here. For other uses, see Mentality (disambiguation).
For other uses, see Mindset (disambiguation).

A mindset is an "established set of attitudes, esp. regarded as typical of a particular group's social or cultural values; the outlook, philosophy, or values of a person; (now also more generally) frame of mind, attitude, [and] disposition."[1] It may also arise from a person's worldview or beliefs about the meaning of life.[2]

A mindset could create an incentive to adopt (or accept) previous behaviors, choices, or tools, sometimes known as cognitive inertia or "groupthink." Within these concepts, it may be difficult to counteract its effects on analysis and decision-making.[3]

In cognitive psychology, a mindset is the cognitive process activated in a task.[4] According to French and Chang (2016), scholarly concepts of mindset shift "to the varied definitions and conceptualizations" which "demarcates this literature via a novel categorization using the construct of mindset."[5]

Research

Psychology professor Peter Gollwitzer conducted explorations of mindset since the 1990s.[6][7] Gollwitzer's contributions include his theory of mindset and the mindset theory of action phases.[4]

In addition to the field of cognitive psychology, the study of mindset is evident in the social sciences and other fields (such as positive psychology). Characteristic of this area of study is its fragmentation among academic disciplines.[4]

Politics

A political example is the "Cold War mindset" in the U.S. and the USSR, which included belief in game theory, in a chain of command in control of nuclear materials, and in the mutual assured destruction of both in a nuclear war.[8] This mindset prevented an attack by either country, but deterrence theory has made assessments of the Cold War mindset a subject of controversy.[9]

Modern military theory attempts to challenge entrenched mindsets in asymmetric warfare, terrorism, and the proliferation of weapons of mass destruction. These threats are "a revolution in military affairs", requiring rapid adaptation to new threats and circumstances.[10]

Systems theory

Building on Magoroh Maruyama's concept of mindscape,[11][12] mindset includes a cultural and social orientation: hierarchical and egalitarian individualism, hierarchical and egalitarian collectivism, hierarchic and egalitarian synergism, and hierarchical and egalitarian populism.[13]

Collective mindset

Collective mindsets are described in Edwin Hutchins's Cognition in the Wild (1995)[14] and Maximilian Senges' Knowledge Entrepreneurship in Universities (2007).[15] Hutchins analyzed a team of naval navigators as a cognitive unit or computational system, and Senges explained how a collective mindset is part of university strategy and practice.[15]

Parallels exist in collective intelligence[16] and the wisdom of the crowd.[17] Zara said that since collective reflection is more explicit, discursive, and conversational, it needs a good Gestell.[18]

Erik H. Erikson's analysis of group-identities and what he calls a "life-plan" is relevant to a collective mindset. Erikson cites Native Americans who were meant to undergo a reeducation process to instill a modern "life-plan" which advocated housing and wealth; the natives' collective historic identity as buffalo hunters was oriented around such fundamentally different motivations that communication about life plans was difficult.[19]

An institution is related to collective mindset; an entrepreneurial mindset refers to a person who "values uncertainty in the marketplace and seeks to continuously identify opportunities with the potential to lead to important innovations".[20] An institution with an entrepreneurial philosophy will have entrepreneurial goals and strategies. It fosters an entrepreneurial milieu, allowing each entity to pursue emerging opportunities. A collective mindset fosters values which lead to a particular practice. Hitt cites the five dimensions of an entrepreneurial mindset as "autonomy, innovativeness, risk taking, proactiveness, and competitive aggressiveness".[21]

Theories

The study of mindsets includes definition, measurement, and categorization. Scholars in the same discipline differ.[4]

Mindset agency

Sagiv and Schwarts defined cultural values[22] to explain the nature, functions, and variables which characterize mindset agency.[23][24] They posited three bipolar dimensions of culture, based on values:[22] cognitive (embedded or autonomous), figurative (mastery or harmony), and operative (hierarchical or egalitarian).

Mindscape theory

The Myers–Briggs Type Indicator (MBTI) measures psychological functions which, paired with social attitudes, combine to generate personality types that may be evaluated by exploring individual preferences. Maruyama's mindscape theory measures individuals on a scale of characteristics and places them into one of four personality categories.[25][26]

Fixed and growth mindsets

See also: Self-actualization § Abraham Maslow's concept of self-actualization, and Kaizen
Further information: Carol Dweck § Criticism

According to Carol Dweck, individuals can be placed on a continuum according to their views of where ability originate, from a fixed to a growth mindset. An individual's mindset affects the "motivation to practice and learn".[27]

People with a fixed mindset believe that "intelligence is static", and little can be done to improve ability.[28] Feedback is seen as "evaluation of their underlying ability" and success is seen as a result of this ability, not any effort expended. Failure is intimidating, since it "suggests constraints or limits they would not be able to overcome".[27][29] Those with a fixed mindset tend to avoid challenges, give up easily, and focus on the outcome. They believe that their abilities are fixed, and effort has little value.[30]

Those with a growth mindset believe that "intelligence can be developed", and their abilities can be increased by learning.[28] They tend to embrace challenges, persevere in the face of adversity, accept and learn from failure, focus on process rather than outcome, and see abilities as skills which are developed through effort.[30] Feedback and failure are seen as opportunities to increase ability, signaling the "need to pay attention, invest effort, apply time to practice, and master the new learning opportunity".[27]

Grit, the combination of determination and perseverance, is related to a growth mindset.[31] Keown and Bourke discussed the importance of a growth mindset and grit. Their 2019 study found that people with lower economic status had a greater chance of success if they had a growth mindset and were willing to work through tribulation.[32]

Much of Dweck's research was related to the effect of a student's mindset on classroom performance. For students to develop a growth mindset, a nurturing classroom culture must be established with appropriate praise and encouragement.[33] According to Dweck, "Praising students for the process they have engaged in—the effort they applied, the strategies they used, the choices they made, the persistence they displayed, and so on—yields more long-term benefits than telling them they are 'smart' when they succeed".[33] Teachers need to design meaningful learning activities for their students: "The teacher should portray challenges as fun and exciting, while portraying easy tasks as boring and less useful for the brain".[33]

A second strategy to promote a growth mindset in the classroom is more explicit, establishing personal goals, and having students "write about and share with one another something they used to be poor at and now are very good at."[33] Hinda Hussein studied the positive effect of reflective journal writing on students' growth mindset; journaling can improve a student's conceptual knowledge and enhance the understanding of their thoughts.[34] Dweck has identified the word "yet" as a valuable tool to assess learning. If a teacher hears students saying that they are not good at something or cannot do something, they should interject "not yet" to reinforce the idea that ability and motivation are fluid.[33]

Dweck and Jo Boaler's research indicates a disparity between the mindsets of females and males. Boaler's 2013 article, "Ability and Mathematics: the Mindset Revolution that is Reshaping Education," says that a fixed mindset leads to inequalities in education which partially explain low achievement and participation by minority and female students.[35] Boaler builds on Dweck's research to show that "gender differences in mathematics performance only existed among fixed mindset students".[35]

Boaler and Dweck say that people with growth mindsets can gain knowledge. Boaler said, "The key growth mindset message was that effort changes the brain by forming new connections, and that students control this process. The growth mindset intervention halted the students' decline in grades and started the students on a new pathway of improvement and high achievement". [36]

L. S. Blackwell presented research in 2015 exploring whether growth mindsets can be promoted in minority groups.[37] Blackwell builds on Dweck's research, observing minority groups and finding that "students with a growth mindset had stronger learning goals than the fixed mindset students." These students "had much more positive attitudes toward effort, agreeing that 'when something is hard, it just makes me want to work more on it, not less'". Students with a fixed mindset were more likely to say that "if you're not good at a subject, working hard won't make you good at it” and “when I work hard at something, it makes me feel like I'm not very smart".[37]

Dweck's research on growth and fixed mindsets is useful in intervening with at-risk students, dispelling negative stereotypes in education held by teachers and students, understanding the impacts of self-theories on resilience, and understanding how praise can foster a growth mindset and positively impact student motivation.[38] There has also been movement towards the application of Dweck's mindset research in non-academic environments, such as the workplace.[39] Other scholars have conducted research building on her findings. A 2018 study by Rhew et al. suggested that a growth-mindset intervention can increase the motivation of adolescent special-education participants.[40] A 2019 study by Wang et al. suggested that substance use has adverse effects on adolescent reasoning.[41] Developing a growth mindset in these adolescents was shown to reduce this adverse effect. These studies illustrate how educators can intervene, encouraging a growth mindset, by allowing students to see that their behavior can be changed with effort.[41] Criticism has been directed at "growth mindset" and related research, however. Moreau et al. (2019) suggest "that overemphasizing the malleability of abilities and other traits can have negative consequences for individuals, science, and society."[42]

Students and teachers

Elements of personality (such as sensitivity to mistakes and setbacks) may predispose toward a particular mindset, which can be developed and reshaped through interactions.[43] In a number of studies, Dweck and her colleagues noted that alterations in mindset could be achieved through "praising the process through which success was achieved",[44] "having [college aged students] read compelling scientific articles that support one view or the other",[43] or teaching junior-high-school students "that every time they try hard and learn something new, their brain forms new connections that, over time, make them smarter."[45]

Much research in education focuses on a student's ability to adopt a growth mindset, and less attention is paid to teachers' mindsets and their influence on students. Hattie writes, "Differing mindsets, or assumptions, that teachers possess about themselves and their students play a significant role in determining their expectations, teaching practices, and how students perceive their own mindset."[46]

A study by Patrick and Joshi explored how teachers explain growth and fixed mindsets, with two major findings in 150 semi-structured interviews. First, they found that teachers' prior beliefs about learning and students influenced how they engaged with their mindsets.[47] Second, they found that many teachers oversimplified growth and fixed mindsets as positive and negative traits.[47]

A study conducted by Fiona S. Seaton (2018) examined the impact of teacher training to influence mindset. The teachers in this study had six training sessions, and Seaton found that the sessions had an impact on their mindsets which was sustained three months afterward.[48] The results of this study suggest that adult mindsets are malleable, and can shift with appropriate supports.[48]

Benefit mindset

In 2015, Ashley Buchanan and Margaret L. Kern proposed a benefit mindset: an evolution of the fixed and growth mindsets. The benefit mindset describes society's leaders, who promote individual and collective well-being: people who discover their strengths to contribute to causes greater than the self. They question why they do what they do, positioning their actions within a purposeful context.[49]

Global mindset

Originating from the study of organizational leadership and coinciding with the growth of multinational corporations during the 1980s, organizations observed that executive effectiveness did not necessarily translate cross-culturally. A global mindset emerged as an explanation.[50] Cross-cultural leaders were hypothesized to need an additional skill, ability, or proficiency (a global mindset) to be effective regardless of culture or context.[51][52] Cultural agility[53] refers to such a need. A defining characteristic of the study of global mindset is the variety with which scholars define it, but they typically agree that global mindset and its development increase global effectiveness for individuals and organizations.[54]

Abundance and scarcity

See also: Abundance mentality

People with an abundance mindset believe that there are enough resources for everyone, and see the glass as half-full; those with a scarcity mindset believe that there is a limited number of resources, and see the glass as half-empty.[55] Mehta and Zhu found that an "abundance mindset makes people think beyond established functionalities to explore broadly for solutions, thereby heightening creativity. In contrast, a scarcity mindset induces functional fixedness, thereby reducing creativity."[56]

Productive and defensive mindsets

According to Chris Argyris, organizations have two dominant mindsets: productive and defensive.[57][58] The productive mindset is hinged in logic, focused on knowledge and its certifiable results – a decision-making mindset which is transparent and auditable.[58]

The defensive mindset is closed, self-protective and self-deceptive. It does not see the greater good, but centers on individual defense; truth, if perceived as harmful to the person concerned, would be denied. This may allow personal growth, but no organizational growth or development.[58]

Deliberative and implemental mindsets

The deliberative and implemental mindsets are part of the decision making process in goal setting and goal striving. When someone has a deliberative mindset, they are considering a variety of actions and have not yet settled on what they are going to do. This person will tend to be open to alternative options when presented and will explore ideas until they have decided upon a course of action. This mindset is connected to the idea of goal setting.[59]

After someone narrows down their options and makes a commitment to follow a particular path, they will have an implemental mindset. People with an implemental mindset are less open to alternative courses of action because they have already decided what they are going to do and now focus more energy on goal striving, rather than goal setting.[59]

The deliberative mindset has been recognized as important for coming to conclusions in order to make a well-planned goal, but it has negative consequences for goal striving once a goal is already in place. On the other hand, the implemental mindset helps people to focus their behavior in a particular direction; this can be detrimental for someone who hasn’t spent sufficient time with a deliberative mindset.[59]

Promotion and prevention mindsets

The promotion and prevention mindsets are motivational orientations that are focused on the outcomes or consequences of behavior. People with a promotion mindset focus on achievement and accomplishment. Those with a prevention mindset pay closer attention to avoiding negative outcomes. They act more out of a sense of obligation and the fulfillment of duty than to seek any sort of reward. Both of these mindsets can be caused or influenced by individual disposition or by environmental stimuli. Those who are dispositionally in a promotion mindset seek to make good things happen, and situations that encourage a promotion mindset are those in which there is a promise of gain. Those with a dispositional prevention mindset believe that they need to keep bad things from happening, and situations conducive to the prevention mindset are those in which the idea of duty is emphasized.[59]

Those with a promotion mindset are characterized as being eager and quick to act. They take initiative and move to cause improvements towards their ideal state. People with a prevention mindset are characterized as being cautious and careful, avoiding risks and any course of action that could potentially cause failure in reaching a goal.[59]

See also

Dual mentality

Notes

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May 05, 2023
mindset, mentality, redirects, here, other, uses, mentality, disambiguation, other, uses, disambiguation, mindset, established, attitudes, regarded, typical, particular, group, social, cultural, values, outlook, philosophy, values, person, also, more, generall. Mentality redirects here For other uses see Mentality disambiguation For other uses see Mindset disambiguation A mindset is an established set of attitudes esp regarded as typical of a particular group s social or cultural values the outlook philosophy or values of a person now also more generally frame of mind attitude and disposition 1 It may also arise from a person s worldview or beliefs about the meaning of life 2 A mindset could create an incentive to adopt or accept previous behaviors choices or tools sometimes known as cognitive inertia or groupthink Within these concepts it may be difficult to counteract its effects on analysis and decision making 3 In cognitive psychology a mindset is the cognitive process activated in a task 4 According to French and Chang 2016 scholarly concepts of mindset shift to the varied definitions and conceptualizations which demarcates this literature via a novel categorization using the construct of mindset 5 Contents 1 Research 2 Politics 3 Systems theory 4 Collective mindset 5 Theories 5 1 Mindset agency 5 1 1 Mindscape theory 5 2 Fixed and growth mindsets 5 3 Students and teachers 5 4 Benefit mindset 5 5 Global mindset 5 6 Abundance and scarcity 5 7 Productive and defensive mindsets 5 8 Deliberative and implemental mindsets 5 9 Promotion and prevention mindsets 6 See also 6 1 Dual mentality 7 NotesResearch EditPsychology professor Peter Gollwitzer conducted explorations of mindset since the 1990s 6 7 Gollwitzer s contributions include his theory of mindset and the mindset theory of action phases 4 In addition to the field of cognitive psychology the study of mindset is evident in the social sciences and other fields such as positive psychology Characteristic of this area of study is its fragmentation among academic disciplines 4 Politics EditA political example is the Cold War mindset in the U S and the USSR which included belief in game theory in a chain of command in control of nuclear materials and in the mutual assured destruction of both in a nuclear war 8 This mindset prevented an attack by either country but deterrence theory has made assessments of the Cold War mindset a subject of controversy 9 Modern military theory attempts to challenge entrenched mindsets in asymmetric warfare terrorism and the proliferation of weapons of mass destruction These threats are a revolution in military affairs requiring rapid adaptation to new threats and circumstances 10 Systems theory EditBuilding on Magoroh Maruyama s concept of mindscape 11 12 mindset includes a cultural and social orientation hierarchical and egalitarian individualism hierarchical and egalitarian collectivism hierarchic and egalitarian synergism and hierarchical and egalitarian populism 13 Collective mindset EditCollective mindsets are described in Edwin Hutchins s Cognition in the Wild 1995 14 and Maximilian Senges Knowledge Entrepreneurship in Universities 2007 15 Hutchins analyzed a team of naval navigators as a cognitive unit or computational system and Senges explained how a collective mindset is part of university strategy and practice 15 Parallels exist in collective intelligence 16 and the wisdom of the crowd 17 Zara said that since collective reflection is more explicit discursive and conversational it needs a good Gestell 18 Erik H Erikson s analysis of group identities and what he calls a life plan is relevant to a collective mindset Erikson cites Native Americans who were meant to undergo a reeducation process to instill a modern life plan which advocated housing and wealth the natives collective historic identity as buffalo hunters was oriented around such fundamentally different motivations that communication about life plans was difficult 19 An institution is related to collective mindset an entrepreneurial mindset refers to a person who values uncertainty in the marketplace and seeks to continuously identify opportunities with the potential to lead to important innovations 20 An institution with an entrepreneurial philosophy will have entrepreneurial goals and strategies It fosters an entrepreneurial milieu allowing each entity to pursue emerging opportunities A collective mindset fosters values which lead to a particular practice Hitt cites the five dimensions of an entrepreneurial mindset as autonomy innovativeness risk taking proactiveness and competitive aggressiveness 21 Theories EditThe study of mindsets includes definition measurement and categorization Scholars in the same discipline differ 4 Mindset agency Edit Sagiv and Schwarts defined cultural values 22 to explain the nature functions and variables which characterize mindset agency 23 24 They posited three bipolar dimensions of culture based on values 22 cognitive embedded or autonomous figurative mastery or harmony and operative hierarchical or egalitarian Mindscape theory Edit The Myers Briggs Type Indicator MBTI measures psychological functions which paired with social attitudes combine to generate personality types that may be evaluated by exploring individual preferences Maruyama s mindscape theory measures individuals on a scale of characteristics and places them into one of four personality categories 25 26 Fixed and growth mindsets Edit See also Self actualization Abraham Maslow s concept of self actualization and Kaizen Further information Carol Dweck Criticism According to Carol Dweck individuals can be placed on a continuum according to their views of where ability originate from a fixed to a growth mindset An individual s mindset affects the motivation to practice and learn 27 People with a fixed mindset believe that intelligence is static and little can be done to improve ability 28 Feedback is seen as evaluation of their underlying ability and success is seen as a result of this ability not any effort expended Failure is intimidating since it suggests constraints or limits they would not be able to overcome 27 29 Those with a fixed mindset tend to avoid challenges give up easily and focus on the outcome They believe that their abilities are fixed and effort has little value 30 Those with a growth mindset believe that intelligence can be developed and their abilities can be increased by learning 28 They tend to embrace challenges persevere in the face of adversity accept and learn from failure focus on process rather than outcome and see abilities as skills which are developed through effort 30 Feedback and failure are seen as opportunities to increase ability signaling the need to pay attention invest effort apply time to practice and master the new learning opportunity 27 Grit the combination of determination and perseverance is related to a growth mindset 31 Keown and Bourke discussed the importance of a growth mindset and grit Their 2019 study found that people with lower economic status had a greater chance of success if they had a growth mindset and were willing to work through tribulation 32 Much of Dweck s research was related to the effect of a student s mindset on classroom performance For students to develop a growth mindset a nurturing classroom culture must be established with appropriate praise and encouragement 33 According to Dweck Praising students for the process they have engaged in the effort they applied the strategies they used the choices they made the persistence they displayed and so on yields more long term benefits than telling them they are smart when they succeed 33 Teachers need to design meaningful learning activities for their students The teacher should portray challenges as fun and exciting while portraying easy tasks as boring and less useful for the brain 33 A second strategy to promote a growth mindset in the classroom is more explicit establishing personal goals and having students write about and share with one another something they used to be poor at and now are very good at 33 Hinda Hussein studied the positive effect of reflective journal writing on students growth mindset journaling can improve a student s conceptual knowledge and enhance the understanding of their thoughts 34 Dweck has identified the word yet as a valuable tool to assess learning If a teacher hears students saying that they are not good at something or cannot do something they should interject not yet to reinforce the idea that ability and motivation are fluid 33 Dweck and Jo Boaler s research indicates a disparity between the mindsets of females and males Boaler s 2013 article Ability and Mathematics the Mindset Revolution that is Reshaping Education says that a fixed mindset leads to inequalities in education which partially explain low achievement and participation by minority and female students 35 Boaler builds on Dweck s research to show that gender differences in mathematics performance only existed among fixed mindset students 35 Boaler and Dweck say that people with growth mindsets can gain knowledge Boaler said The key growth mindset message was that effort changes the brain by forming new connections and that students control this process The growth mindset intervention halted the students decline in grades and started the students on a new pathway of improvement and high achievement 36 L S Blackwell presented research in 2015 exploring whether growth mindsets can be promoted in minority groups 37 Blackwell builds on Dweck s research observing minority groups and finding that students with a growth mindset had stronger learning goals than the fixed mindset students These students had much more positive attitudes toward effort agreeing that when something is hard it just makes me want to work more on it not less Students with a fixed mindset were more likely to say that if you re not good at a subject working hard won t make you good at it and when I work hard at something it makes me feel like I m not very smart 37 Dweck s research on growth and fixed mindsets is useful in intervening with at risk students dispelling negative stereotypes in education held by teachers and students understanding the impacts of self theories on resilience and understanding how praise can foster a growth mindset and positively impact student motivation 38 There has also been movement towards the application of Dweck s mindset research in non academic environments such as the workplace 39 Other scholars have conducted research building on her findings A 2018 study by Rhew et al suggested that a growth mindset intervention can increase the motivation of adolescent special education participants 40 A 2019 study by Wang et al suggested that substance use has adverse effects on adolescent reasoning 41 Developing a growth mindset in these adolescents was shown to reduce this adverse effect These studies illustrate how educators can intervene encouraging a growth mindset by allowing students to see that their behavior can be changed with effort 41 Criticism has been directed at growth mindset and related research however Moreau et al 2019 suggest that overemphasizing the malleability of abilities and other traits can have negative consequences for individuals science and society 42 Students and teachers Edit Elements of personality such as sensitivity to mistakes and setbacks may predispose toward a particular mindset which can be developed and reshaped through interactions 43 In a number of studies Dweck and her colleagues noted that alterations in mindset could be achieved through praising the process through which success was achieved 44 having college aged students read compelling scientific articles that support one view or the other 43 or teaching junior high school students that every time they try hard and learn something new their brain forms new connections that over time make them smarter 45 Much research in education focuses on a student s ability to adopt a growth mindset and less attention is paid to teachers mindsets and their influence on students Hattie writes Differing mindsets or assumptions that teachers possess about themselves and their students play a significant role in determining their expectations teaching practices and how students perceive their own mindset 46 A study by Patrick and Joshi explored how teachers explain growth and fixed mindsets with two major findings in 150 semi structured interviews First they found that teachers prior beliefs about learning and students influenced how they engaged with their mindsets 47 Second they found that many teachers oversimplified growth and fixed mindsets as positive and negative traits 47 A study conducted by Fiona S Seaton 2018 examined the impact of teacher training to influence mindset The teachers in this study had six training sessions and Seaton found that the sessions had an impact on their mindsets which was sustained three months afterward 48 The results of this study suggest that adult mindsets are malleable and can shift with appropriate supports 48 Benefit mindset Edit In 2015 Ashley Buchanan and Margaret L Kern proposed a benefit mindset an evolution of the fixed and growth mindsets The benefit mindset describes society s leaders who promote individual and collective well being people who discover their strengths to contribute to causes greater than the self They question why they do what they do positioning their actions within a purposeful context 49 Global mindset Edit Originating from the study of organizational leadership and coinciding with the growth of multinational corporations during the 1980s organizations observed that executive effectiveness did not necessarily translate cross culturally A global mindset emerged as an explanation 50 Cross cultural leaders were hypothesized to need an additional skill ability or proficiency a global mindset to be effective regardless of culture or context 51 52 Cultural agility 53 refers to such a need A defining characteristic of the study of global mindset is the variety with which scholars define it but they typically agree that global mindset and its development increase global effectiveness for individuals and organizations 54 Abundance and scarcity Edit See also Abundance mentality People with an abundance mindset believe that there are enough resources for everyone and see the glass as half full those with a scarcity mindset believe that there is a limited number of resources and see the glass as half empty 55 Mehta and Zhu found that an abundance mindset makes people think beyond established functionalities to explore broadly for solutions thereby heightening creativity In contrast a scarcity mindset induces functional fixedness thereby reducing creativity 56 Productive and defensive mindsets Edit According to Chris Argyris organizations have two dominant mindsets productive and defensive 57 58 The productive mindset is hinged in logic focused on knowledge and its certifiable results a decision making mindset which is transparent and auditable 58 The defensive mindset is closed self protective and self deceptive It does not see the greater good but centers on individual defense truth if perceived as harmful to the person concerned would be denied This may allow personal growth but no organizational growth or development 58 Deliberative and implemental mindsets Edit The deliberative and implemental mindsets are part of the decision making process in goal setting and goal striving When someone has a deliberative mindset they are considering a variety of actions and have not yet settled on what they are going to do This person will tend to be open to alternative options when presented and will explore ideas until they have decided upon a course of action This mindset is connected to the idea of goal setting 59 After someone narrows down their options and makes a commitment to follow a particular path they will have an implemental mindset People with an implemental mindset are less open to alternative courses of action because they have already decided what they are going to do and now focus more energy on goal striving rather than goal setting 59 The deliberative mindset has been recognized as important for coming to conclusions in order to make a well planned goal but it has negative consequences for goal striving once a goal is already in place On the other hand the implemental mindset helps people to focus their behavior in a particular direction this can be detrimental for someone who hasn t spent sufficient time with a deliberative mindset 59 Promotion and prevention mindsets Edit The promotion and prevention mindsets are motivational orientations that are focused on the outcomes or consequences of behavior People with a promotion mindset focus on achievement and accomplishment Those with a prevention mindset pay closer attention to avoiding negative outcomes They act more out of a sense of obligation and the fulfillment of duty than to seek any sort of reward Both of these mindsets can be caused or influenced by individual disposition or by environmental stimuli Those who are dispositionally in a promotion mindset seek to make good things happen and situations that encourage a promotion mindset are those in which there is a promise of gain Those with a dispositional prevention mindset believe that they need to keep bad things from happening and situations conducive to the prevention mindset are those in which the idea of duty is emphasized 59 Those with a promotion mindset are characterized as being eager and quick to act They take initiative and move to cause improvements towards their ideal state People with a prevention mindset are characterized as being cautious and careful avoiding risks and any course of action that could potentially cause failure in reaching a goal 59 See also EditAttitude Autonomous agency theory Basic belief Einstellung effect Entrepreneurship Implicit theories of intelligence Intentionality Mental model Mental representation Paradigm Philosophy of life Propositional attitude Schema psychology Set psychology Viable system theory Victim mentality Worldview Dual mentality Edit Bounded rationality Elitism Ethical egoism Game theory Good and evil Property dualism Rational irrationalityNotes Edit mindset n OED Online Oxford University Press March 2022 What is a Worldview Retrieved 2019 12 10 Groupthink Ethics Unwrapped Retrieved 2022 05 05 a b c d French R P II 2016 The fuzziness of mindsets Divergent conceptualizations and characterizations of mindset theory and praxis International Journal of Organizational Analysis 24 4 673 691 doi 10 1108 IJOA 09 2014 0797 French Robert P Chang Heewon 2016 Conceptual re imagining of global mindset Knowledge as prime in the development of global leaders PDF Journal of International Organizations Studies 7 1 49 62 Archived from the original PDF on 12 July 2018 Gollwitzer P M 1990 Action phases and mind sets In E T Higgins amp R M Sorrentino Eds The Handbook of Motivation and Cognition Foundations of Social Behavior Vol 2 pp 52 92 New York NY Guilford Press Gollwitzer P M 2012 Mindset theory of action phases In P A M Van Lange A W Kruglanski amp E T Higgins Eds Handbook of Theories of Social Psychology Vol 1 pp 526 545 Thousand Oaks CA SAGE Capie David Evans Paul 2002 01 02 Cold War Mentality ISEAS Publishing doi 10 1355 9789812307071 009 ISBN 978 981 230 707 1 McNaugher Thomas L June 1 1996 Planning Future Defense Time to Confront the Cold War Mindset Brookings Retrieved 2022 05 05 O Hanlon Michael E 2018 09 11 A retrospective on the so called revolution in military affairs 2000 2020 Brookings Retrieved 2022 05 05 Maruyama M 1980 Mindscapes and Science Theories Current Anthropology Vol 21 No 5 Oct 1980 pp 589 608 Maruyama M 1988 Dynamics among Business Practice Aesthetics Science Politics and Religion Cultural Dynamics 1988 1 309 335 Yolles Maurice Fink Gerhard 2021 07 28 A Configuration Approach to Mindset Agency Theory Cambridge University Press doi 10 1017 9781108974028 ISBN 978 1 108 97402 8 S2CID 240681258 Hutchins Edwin 1995 Cognition in the Wild Cambridge Mass London MIT Press a b Senges Maximilian 2007 Knowledge Entrepreneurship in Universities Practice and Strategy in the Case of Internet Based Innovation Appropriation Thesis Barcelona Universitat Oberta de Catalunya https www tdx cat bitstream handle 10803 9117 tesi msenges pdf Zara Olivier 2004 Managing Collective Intelligence Towards a New Corporate Governance PDF Paris Axiopole Publishing Archived from the original PDF on 2006 03 06 Surowiecki James 2005 The Wisdom of Crowds Why the Many Are Smarter Than the Few London Abacus Zara 2004 Erikson Erik H 1959 Identity and the Life Cycle Selected Papers New York International Universities Press Hitt 2011 p 371 Hitt Michael A 2011 Strategic Management Mason Ohio South Western Cengage Learning p 354 a b Sagiv Lilach Schwartz Shalom H 2007 Cultural values in organisations insights for Europe European Journal of International Management 1 3 176 doi 10 1504 EJIM 2007 014692 ISSN 1751 6757 Yolles Maurice Fink Gerhard 2016 11 20 Maruyama Mindscapes Myers Briggs Type Indicators and Cultural Agency Mindset Types SSRN 2873082 Yolles Maurice Fink Gerhard 2013 Exploring Mindset Agency Theory SSRN 2369874 Maruyama Magoroh July 1988 Dynamics among Business Practice Aesthetics Science Politics and Religion Cultural Dynamics 1 3 309 335 doi 10 1177 092137408800100304 ISSN 0921 3740 S2CID 143782277 Maruyama Magoroh Beals Kenneth L Bharati Agehananda Fuchs Helmuth Gardner Peter M Guilmet George M Hahn Robert A Kamau Lucy Jayne Kronenfeld David B Kursh Charlotte O Meeker Joseph W October 1980 Mindscapes and Science Theories and Comments and Reply Current Anthropology 21 5 589 608 doi 10 1086 202539 ISSN 0011 3204 S2CID 147362112 a b c Yousefi H amp Khalkhali V 2020 The Effects of Mastery Versus Social Comparison Praise on Students Persistence A Role of Fixed Versus Growth Mindset Education Sciences amp Psychology 55 1 3 9 a b Bates Bob 2016 Learning theories simplified 100 theories and models from great thinkers and how to apply them to teaching London ISBN 978 1 4739 2533 5 OCLC 926667644 Roberts Dario December 20 2016 MindSet Motivate Academy 3 ed USA Create Space Independent Publishing Platform December 20 2016 p 84 ISBN 978 1540868220 a b The Growth Mindset VS The Fixed Mindset Social Emotional Learning SEL Tools mylearningtools org Retrieved 2022 07 08 Keown S R amp Bourke B 2019 A Qualitative Investigation of Fixed Versus Growth Mindsets of Third and Fourth Grade Students Education 140 2 51 58 Keown Stacey R Bourke Brian 2019 12 22 A Qualitative Investigation of Fixed Versus Growth Mindsets of Third and Fourth Grade Students Education 140 2 51 59 a b c d e Dweck Carol S September 2010 Even Geniuses Work Hard Educational Leadership 68 1 16 20 Hussein Hinda 2018 Examining the Effects of Reflective Journals on Students Growth Mindset A Case Study of Tertiary Level EFL Students in the United Arab Emirates IAFOR Journal of Education 6 2 33 50 doi 10 22492 ije 6 2 03 a b Boaler Jo 2013 Ability and Mathematics the mindset revolution that is reshaping education PDF Forum 55 1 143 152 doi 10 2304 forum 2013 55 1 143 Boaler 2013 p 5 a b Blackwell Lisa S Rodriguez Sylvia Guerra Carrillo Belen 2015 Goldstein Sam Princiotta Dana Naglieri Jack A eds Intelligence as a Malleable Construct Handbook of Intelligence Evolutionary Theory Historical Perspective and Current Concepts New York NY Springer pp 263 282 doi 10 1007 978 1 4939 1562 0 18 ISBN 978 1 4939 1562 0 retrieved 2022 05 05 Veronikas S Shaughnessy M F 2004 A reflective conversation with Carol Dweck Gifted Education International 19 1 27 33 Dweck Carol S 2016 Mindset The New Psychology of Success Random House Rhew Emily Piro Jody S Goolkasian Pauline Cosentino Patricia 2018 The effects of a growth mindset on self efficacy and motivation Cogent Education 5 1 doi 10 1080 2331186X 2018 1492337 a b Wang Cuicui Luo Jie Nie Peixin Wang Daoyang 2019 Growth Mindset Can Reduce the Adverse Effect of Substance Use on Adolescent Reasoning Frontiers in Psychology 10 1852 doi 10 3389 fpsyg 2019 01852 PMC 6705219 PMID 31474906 Moreau David Macnamara B Hambrick D 2019 02 01 Overstating the Role of Environmental Factors in Success A Cautionary Note Current Directions in Psychological Science 28 1 28 33 doi 10 1177 0963721418797300 S2CID 149536001 a b Aldhous P 2008 Free your mind and watch it grow New Scientist 199 2670 44 45 Cimpian A Aree H C Markman E M Dweck C S 2007 Subtle linguistic cues affect children s motivation Association for Psychological Science 18 4 314 316 Dweck C S 2007 The perils and promises of praise Early Intervention at Every Age 65 2 34 39 Hattie John 2012 Visible learning for teachers Maximizing impact on learning New York Taylor and Francis a b Patrick Susan Kemper Joshi Ela 2019 Set in Stone or Willing to Grow Teacher sensemaking during a growth mindset initiative Teaching and Teacher Education 83 156 167 doi 10 1016 j tate 2019 04 009 S2CID 155196575 a b Seaton Fiona S 2018 Empowering teachers to implement a growth mindset Educational Psychology in Practice 34 1 41 57 doi 10 1080 02667363 2017 1382333 S2CID 149189021 Buchanan Ashley Kern Margaret L 2017 06 08 The benefit mindset The psychology of contribution and everyday leadership International Journal of Wellbeing 7 1 1 11 doi 10 5502 ijw v7i1 538 ISSN 1179 8602 Javidan M amp Walker J L 2013 Developing Your Global Mindset The Handbook for Successful Global Leaders Edina MN Beaver s Pond Press Perlmutter H V 1969 The tortuous evolution of the multinational corporation Columbia Journal of World Business 4 1 9 18 Rhinesmith S H 1992 Global mindsets for global managers Training amp Development 46 10 63 68 Caligiuri Paula 2021 Builod Your Cultural Agility the nine competencies you need to be a successful global professional S l Kogan Page ISBN 978 1 78966 661 8 OCLC 1152067760 French amp Chang 2016 Hope Joan January 2022 Adopt an abundance mindset to boost your leadership potential Disability Compliance for Higher Education 27 6 8 doi 10 1002 dhe 31204 ISSN 1086 1335 S2CID 245376446 Mehta Ravi Zhu Meng 2012 Gurhan Canli Zeynep Otnes Cele Zhu Rui Juliet eds Do the worst of times increase creativity Scarcity vs abundance psychology and creativity NA Advances in Consumer Research 40 58 61 Argyris Chris 2004 Reasons and Rationalizations The Limits to Organizational Knowledge Oxford New York Oxford University Press a b c Stark Mallory Argyris Chris 2004 11 01 Surfacing Your Underground Organization hbswk hbs edu Baker Library Harvard Business School Interview with Chris Argyris a b c d e Reeve Johnmarshall 2018 Understanding Motivation and Emotion 7th ed Wiley pp 203 211 Retrieved from https en wikipedia org w index php title Mindset amp oldid 1151006272 Fixed and growth mindset, wikipedia, wiki, book, books, library,

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