Search Results (157)

Despite growing emphasis on democratic citizenship education in South Korea, limited research has examined the social and psychological factors influencing children’s democratic citizenship—defined here as awareness of and willingness to engage in societal issues as responsible community members. This study examines the relationship between parent–child communication and democratic citizenship, focusing on the mediating roles of growth mindset and peer relationships among South Korean elementary school students. A total of 212 students in grades four to six completed a cross-sectional survey assessing parental communication, democratic citizenship (operationalized as civic awareness and community engagement), growth mindset, and peer relationships. Serial-multiple-mediation analysis was conducted to evaluate the mediating effects of growth mindset and peer relationships. The results indicated that positive parent–child communication was associated with higher levels of democratic citizenship and that growth mindset and peer relationships jointly mediated this relationship in a serial manner. These findings highlight the importance of fostering open parent–child communication, encouraging a growth mindset, and promoting positive peer relationships to enhance democratic citizenship development in children. Given the cross-sectional design, causal inferences should be interpreted with caution, and longitudinal studies are needed to confirm these relationships. Full article

The development of the Chatbot-Supported Making BGCE Thinking Visible (CS-MBTV) program is an important part of fostering the creativity, self-regulation, and growth mindset that students must have. High school students in Malang carry out the learning process by following five supporting modules on chatbot technology, supported by a learning process that follows a design thinking pattern. The study involved up to 120 high school students in Malang, divided into an experimental group (62 students) that participated in a series of CS-MBTV programs. In addition, the control group consisted of 58 students who did not receive special treatment. This study employed a quasi-experimental research design with a pretest and posttest to assess students over 12 weeks. The findings indicate that implementing chatbots can optimize student creativity and develop students’ mindsets. The current learning process cannot consistently reduce students’ fixed mindsets. Reflective learning can help students become aware of the need to continue developing and processing cognitive transitions throughout program implementation. The implications of this research can inform policy to improve entrepreneurship education programs and BGCE learning in schools, achieving greater impact. Full article

This study investigates the interplay between university students’ motivational beliefs and their regulatory strategies when facing challenging academic tasks. Drawing on the Expectancy–Value–Cost (EVC) model, the research characterizes distinct motivational profiles based on perceived self-efficacy, task value, and perceived cost. A quantitative study was conducted with a sample of 1184 Chilean university students across various disciplines, including Engineering, Health Sciences, and Social Sciences. Participants identified a recent challenging task and completed a battery of validated instruments, including the Brief Regulation of Motivation Scale (BroMS) and scales for perceived cost, self-efficacy, and task value. Using Machine Learning techniques, specifically the Fuzzy C-Means (FCM) algorithm, the analysis identified four distinct student profiles (Agentic Mindset, Alienated Mindset, Paralyzed Mindset, Growth Mindset). These clusters were evaluated based on statistical indices (R², AIC, BIC, and Silhouette) and theoretical coherence. Subsequent ANOVA and post hoc analyses (Holm correction) revealed significant differences among these profiles in their reported levels of motivational regulation and willpower. The findings suggest that students with high self-efficacy and task value combined with manageable perceived costs employ more effective motivational regulation strategies. Conversely, profiles characterized by high perceived cost and low self-efficacy show diminished regulatory capacity. This research contributes to understanding how personal and task-related perceptions interact to shape volitional control in demanding academic environments, offering insights for targeted interventions to support academic persistence and success. Full article

Youth mentoring is a popular means for preventing negative psychosocial outcomes (e.g., high-risk behaviors, school dropout) and promoting positive ones (e.g., matriculation, goal setting). Mentors matched with youth through formal programs, such as Big Brothers Big Sisters, are uniquely positioned to promote the development of the mentee’s positive educational attitudes, beliefs, and behaviors (EABBs; e.g., academic engagement, grit, growth mindset). While school staff, such as school psychologists, are often unable to directly serve all students in need of support due to lack of time or large caseloads, youth mentoring may be a means to target EABB development. However, a critical precursor to leveraging mentoring for this purpose is understanding whether and how mentoring relationships influence youth EABBs. Despite extensive research on youth mentoring, relatively little work has examined mentoring outcomes specifically in relation to EABBs. This study addresses this gap by examining how young people benefit from mentoring relationships in relation to EABBs. A scoping review was conducted to determine the effects of program-sponsored mentoring relationships on EABBs, as well as which factors influence these effects. Results from 17 studies indicate small to moderate positive effects of youth mentoring on EABB development. Several factors, such as the relational context, the ecological context, and mentoring processes, appear to impact these effects. We highlight practical implications for how school personnel may use this information to partner with community-based mentoring programs to promote EABBs. Full article

This study examines the intercultural competence of Greek primary school teachers and early childhood educators enrolled in the Joint Master’s Program Intercultural Education & Mediation at the University of Patras. Using the Intercultural Development Inventory (IDI), the study assessed both perceived and developmental orientations of intercultural competence. The results reveal a significant gap between teachers’ self-assessed and actual competence, with most participants positioned in a minimization orientation—emphasizing commonalities while overlooking the educational value of cultural differences. Such an orientation limits teachers’ ability to fully engage with diversity, often resulting in superficial approaches to multicultural classrooms. The findings underscore the urgent need for systematic professional development in intercultural competence, diversity education, and critical self-reflection. Within this framework, the practicum of the Master’s program emerges as a key mechanism for transformation: through immersive experiences in schools, NGOs, and community organizations, coupled with structured reflective practices, teachers confront real intercultural challenges and develop adaptability, empathy, and resilience. By bridging theory with practice, the practicum fosters meaningful growth in intercultural mindset, enabling educators to acknowledge their biases, embrace cultural diversity as an asset, and design inclusive learning environments. Overall, the study contributes to the literature on intercultural competence and teacher education, offering insights into the challenges Greek educators face and the role of practicum-based learning in fostering culturally responsive teaching. Full article

This study examines the effectiveness and implementation fidelity of the Mind–Grit Pathways framework, a blended and personalized learning intervention integrating academic instruction with growth mindset and grit development in alignment with Sustainable Development Goal 4 (Quality Education). Using a quasi-experimental pretest–posttest control group design, the study analyzed Grade 11 students from two demographically comparable urban high schools (n = 933). Treatment students (n = 491) participated in the intervention across mathematics, science, and English/reading for one academic year, while control students received traditional instruction. Multivariate analyses indicated significantly greater academic gains for treatment students across all subject areas and total achievement (p < 0.001). Within the treatment group, substantial teacher- and homeroom-level variation was observed, with large effects in mathematics and moderate effects in science and English/reading, highlighting the role of instructional enactment. Teacher professional development hours were positively associated with student engagement and achievement gains, and student platform usage demonstrated a strong relationship with academic growth, providing objective evidence of implementation fidelity. The results suggest that blended learning frameworks can produce meaningful and equitable academic gains when supported by sustained professional development and high-quality classroom implementation. Full article

Tertiary mathematics teaching is predominantly face-to-face, yet large, diverse cohorts and limited contact hours constrain opportunities for individually paced practice and timely feedback. We developed three bespoke, self-paced online numeracy modules, each targeting a specific mathematical concept and disciplinary context. Module design was informed by learning theory (constructivist, active learning, Universal Design for Learning, inclusive learning practices). We ran a qualitative pilot study to gain insight into user perceptions of modules in terms of engagement and perceived learning support, conducting semi-structured interviews with undergraduate science students (n = 11) and educators (n = 7). We applied thematic analysis to interview data, which generated the following insights. Students—many reporting high mathematics anxiety—responded positively, valuing low-stakes iterative practice, clear stepwise scaffolding, multimodal presentation, contextualized examples aligned to their course, and a supportive instructor voice. These features were described as reducing anxiety, reframing errors as part of learning, and supporting inclusion, despite prevalent math avoidance in the cohort. Staff feedback was more cautious, recognizing similar strengths but focusing on areas for improvement. We argue that bespoke, contextualized modules can augment face-to-face instruction by delivering individualized pacing and immediate feedback at scale, while contributing to the creation of an accessible, inclusive, supportive learning environment. Future work should quantify learning outcomes, track affective changes longitudinally, and isolate contributions of specific design features across diverse cohorts and disciplines. Full article

Grounded in self-determination and mindset theories, the current investigation examined whether students’ homework mindsets and effort mediated the association between autonomy support—from both teachers and parents—and mathematics grades. The study sample included 988 Chinese students in Grade 7 to 9. Structural equation modeling indicated that both teacher autonomy support and parent autonomy support had indirect positive effects on mathematics grades, with homework mindsets (fixed and growth) and homework effort serving as mediators. Additionally, teacher and parent autonomy support directly associated with homework effort, while also exerting indirect associations with homework effort via homework mindsets. Collectively, the current investigation underscores the critical roles of autonomy support, homework mindsets, and homework effort in the homework process, offering important theoretical and practical insights. Full article

Background: Adolescents in residential care frequently face functional challenges, yet few interventions integrate functional-cognitive models with motivational theories to support their daily function. Methods: This mixed-methods feasibility study is an innovative conceptual integration that links motivational and metacognitive approaches with growth-mindset principles to address both beliefs about the ability to change and functional performance. Quantitative data were collected from staff (n = 44), alumnae (n = 5), and current residents (n = 3), assessing mindset and functional-skill confidence among three focus groups (n = 16). The qualitative insights highlighted the motivational processes, strategy use, and barriers each group faced. Results: The findings informed the development of structured intervention psychoeducation protocol to facilitate goal-setting and reflective questioning. The feasibility and acceptability were tested by a pilot study among five staff members. Before implementation, staff demonstrated lower confidence in promoting daily autonomy and providing strategy-focused feedback. Alumnae and residents reported high emotional support, yet persistent gaps in functional independence. Conclusions: The pilot findings may inform the development of structured staff practices for delivering functional guidance, pending further evaluation. This study offers a novel conceptual contribution by positioning growth mindset as an active mechanism that supports functional-cognitive processes to enhance autonomy among adolescents in residential care settings. Full article

Since the introduction of Carol Dweck’s landmark work in mindset, many scholars have studied the impact of a change in mindset on learning, behavior, and health. National and international large-scale studies have validated the consistent correlation between learners developing a growth mindset (knowing that they can learn and improve) and performance on learning outcomes and longer-term learning behaviors. Whilst mindset interventions can have a positive impact on student learning, recent years have shown the need for more than a change in messaging. For widescale and lasting improvements in mathematics learning, messages need to be specific to mathematics, and delivered through a change in teaching approach, with mindset ideas infused through teaching practices and through assessment. This paper shares the evidence on the need for a “mathematical mindset” approach and the wide scale benefits that the approach promises to bring about. Full article

Amid escalating ecological degradation, social fragmentation, and rising mental health challenges—especially in rural and agricultural communities—there is an urgent need to reimagine systems that support both planetary and human flourishing. This viewpoint examines an emerging paradigm in agriculture that emphasizes the role of farmers’ inner development in fostering practices that enhance ecological health, community well-being, and a resilient food system. A key goal is to draw more academic attention to growing community calls for more holistic, relational, and spiritually grounded approaches to food systems as an important focus for ongoing research. Drawing on diverse case studies from Japan, India, and Europe, we examine how small-scale and natural farming initiatives are integrating inner development, universal human values, and ecological consciousness. These case studies were developed and/or refined through a program led by the Conscious Food Systems Alliance (CoFSA), an initiative of the United Nations Development Programme (UNDP) that seeks to integrate inner transformation with sustainable food systems change. The initiatives are intended as illustrative examples of how agriculture can transcend its conventional, anthropocentric role as a food production system to become a site for cultivating deeper self-awareness, spiritual connection, and regenerative relationships with nature. Participants in these cases reported significant shifts in mindset—from materialistic and extractive worldviews to more relational and value-driven orientations rooted in care, cooperation, and sustainability. Core practices such as mindfulness, experiential learning, and spiritual ecology helped reframe farming as a holistic process that nurtures both land and life. These exploratory case studies suggest that when farmers are supported in aligning with inner values and natural systems, they become empowered as agents of systemic change. By linking personal growth with planetary stewardship, these models offer pathways toward more integrated, life-affirming approaches to agriculture and future academic research. Full article

Children’s academic motivation declines with grade, beginning in early elementary school, so a better understanding of young children’s motivation is needed. Measuring motivational constructs in children is a necessary start to this goal with a focus on children’s curiosity, mindset, and achievement goal orientations—all shown to be consistently related to academic success across developmental periods. In 212 6–10-year olds, factor analyses showed separate factors for each of the expected constructs. Curiosity positively related to growth mindset instability—but not malleability—beliefs, and mastery goal orientations, and achievement goal orientations (performance, mastery) were positively associated, though they did not relate to growth mindset beliefs. Disentangling the observed associations that diverge from the prior literature can help to identify promising future directions for supporting children’s motivation and learning. Full article

Self-efficacy beliefs and mindset influence student success, impacting how a learner experiences and responds to learning situations and setbacks. Accordingly, mindset interventions, are successful at increasing student performance with particular efficacy with historically underserved students such as those attending HBCUs. This paper studies a classroom-based mindset intervention that was implemented with the goal of increasing learning and achievement through improving the students’ cognitive disposition. The intervention, implemented at a mid-Atlantic minority serving institution of higher education, involved the creation of a custom-designed three-tool self-assessment developed to engender students’ critical reflection. The scales in question measured self-efficacy, growth mindset, and mastery goal orientation. This paper presents the results of reliability testing via Cronbach’s alpha and inter-item covariance. According to the findings, all three tools showed strong (good to excellent) reliability with acceptable positive covariance indicating that they are capable of serving as appropriate instruments for further adoption, usage, and analysis. It is the goal that this paper contributes to the body of literature on mindset interventions encouraging more individuals working with traditionally underserved learners to consider exploring efforts to increase students’ positive mindsets. Full article

Though higher education has returned to in-person instruction in the wake of the COVID-19 pandemic, demand for online learning continues to increase. This rapid growth in virtual instruction necessitates examining its impact, particularly in skill-based courses that have traditionally been taught in person. Public speaking, a course requiring experiential learning and active engagement, presents unique challenges and opportunities when converted to an online format. This study explores student experiences in an online public-speaking course designed to parallel the structure of traditional in-person instruction, examining whether the essential learning outcomes of a skill-based class can be effectively achieved remotely. Using archival student data (n = 1151) from 2021 to 2024, we conducted a qualitative analysis of student reflections on how in-person pedagogical strategies effectively implemented in the online format influenced their self-concept, mindset, and overall learning experience. Our findings indicate significant improvements in students’ self-concept, growth mindset, self-confidence, and their ability to overcome fears related to public speaking. Additionally, students highlighted unexpected benefits of the online format, including enhanced support for multilingual learners and increased connections between course content and greater future career readiness in utilizing remote communication. These results highlight the potential of well-designed online public speaking instruction to foster skill development, professional preparedness, and inclusive learning. The study has implications for future skill-based online pedagogy and curriculum development. Full article

Background/Objectives: Implicit theories of thoughts, emotions, and behavior (TEB) describe beliefs that these attributes are either changeable (growth mindset) or unchangeable (fixed mindset). While the impact of mindsets on negative mental health indicators, such as psychopathological symptoms, is well-documented, their relations with positive indicators such as life satisfaction, particularly in the context of stress, remain underexplored. This study aimed to address this gap by testing whether the association between adolescents’ implicit theories of TEB and life satisfaction is mediated by cognitive reappraisal and whether stressful life events moderated two paths within the mediation model. Methods: Participants were 620 high school students (49.5% female, 43.5% male, 5.8% gender-nonconforming, 1.1% undisclosed) aged 14 to 19 years (M = 17.51, SD = 1.23), who completed an online survey in Spring 2022, while the COVID-19 pandemic still significantly affected daily life. Mediation and moderated mediation models were tested using PROCESS macro in SPSS. Results: Mediation analysis revealed that growth mindset positively influenced life satisfaction both directly and indirectly through cognitive reappraisal. Stressful life events significantly moderated the direct effect of growth mindset on life satisfaction, with the positive direct effect diminishing as stress increased. Conclusions: The positive link between growth mindset and life satisfaction was strongest under lower stress and transmitted through cognitive reappraisal across stress levels. Given the cross-sectional design, findings should be interpreted as correlational, not causal. Future longitudinal research should clarify temporal directionality and reciprocal links among mindset, coping, and well-being to inform interventions that strengthen adaptive beliefs and regulation skills. Full article