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Purpose To most people, money is a motivator, which is robustly true for salespeople. A high love of money attitude predicts university students’ poor academic performance in a business course and cheating in laboratory experiments and multiple panel studies, but money (income) itself does not predict dishonesty. Extrinsic reward undermines intrinsic motivation. Very little research has incorporated the grit construct in the sales literature and explored the relationship between grit and the love of money. Further, a growth mindset and a fixed mindset may also impact salespeople’s job performance. This study aims to explore a brand-new theoretical structural equation model (SEM) and investigate the relationships between individual characteristics (growth and fixed mindsets and grit orientation) and job performance directly and indirectly through a mediator – salespeople’s love of money attitude. Design/methodology/approach This study uses Qualtrics and collects data from 330 business-to-business (B2B) salespeople across several industries in the USA. This study uses a formative SEM model to test this study’s hypotheses. Findings First, there are significant correlations among grit, a growth mindset and a fixed mindset, revealing no construct duplication or redundancy. Second, both a growth mindset and grit indirectly enhance job performance through the love of money attitude – a mediator, offering a brand-new discovery. Third, counter-intuitively, a growth mindset and grit do not directly improve job performance. Fourth, grit is significantly and negatively related to the love of money attitude, adding a new twist to this study’s theoretical model. Fifth, a fixed mindset undermines job performance directly but is unrelated to the love of money. Overall, B2B salespeople’s love of money attitude (employee demand) undermines sales personnel’s self-reported job performance (organization demand) in the organization and employee’s supply and demand exchange relationship. Originality/value The findings reveal that a growth mindset, a fixed mindset and grit contribute differently to sales personnel’s love of money attitude and job performance in this study’s theoretical model. The love of money serves as a mediator. A commonly accepted belief is that money is a motivator. Money (income) itself and the love of money attitude are two separate constructs. This study’s novel discoveries provide the essential missing monetary-aspirations-to-job-performance link in the literature – ardent monetary aspiration undermines self-reported job performance. This study offers inspiration to help decision-makers make happy, healthy and wealthy decisions and improve performance.

BackgroundThe extent to which students view their intelligence as improvable (i.e., their “mindset”) influences students’ thoughts, behaviors, and ultimately their academic success. Thus, understanding the development of students’ mindsets is of great interest to education scholars working to understand and promote student success. Recent evidence suggests that students’ mindsets continue to develop and change during their first year of college. We built on this work by characterizing how mindsets change and identifying the factors that may be influencing this change among upper-level STEM students. We surveyed 875 students in an organic chemistry course at four points throughout the semester and interviewed a subset of students about their mindsets and academic experiences.ResultsLatent growth modeling revealed that students tended to shift towards viewing intelligence as a stable trait (i.e., shifted towards a stronger fixed mindset and a weaker growth mindset). This trend was particularly strong for students who persistently struggled in the course. From qualitative analysis of students’ written survey responses and interview transcripts, we determined that students attribute their beliefs about intelligence to five factors: academic experiences, observing peers, deducing logically, taking societal cues, and formal learning.ConclusionsExtensive prior research has focused on the influence of mindset on academic performance. Our results corroborate this relationship and further suggest that academic performance influences students’ mindsets. Thus, our results imply that mindset and academic performance constitute a positive feedback loop. Additionally, we identified factors that influence undergraduates’ mindset beliefs, which could be leveraged by researchers and practitioners to design more persuasive and effective mindset interventions to promote student success.

This study explores the relationship between perfectionism dimensions: perfectionistic concerns and perfectionistic strivings, as well as psychological well-being, with mindset as a mediating factor. Perfectionistic concerns are typically linked to maladaptive outcomes, while perfectionistic strivings are associated with positive psychological functioning. A total of 323 Filipino undergraduates (74.9% female) participated in this correlational research. In analyzing the results, Structural Equation Modeling with mediation analysis was employed. Findings from the study showed that perfectionistic concerns was not significantly related to fixed mindset but was negatively related to some aspects of well-being, particularly environmental mastery, purpose in life, and self-acceptance. In contrast, perfectionistic strivings was positively associated with growth mindset and is related to higher levels of autonomy, personal growth, positive relationships, and self-acceptance. Mediation analysis revealed that individuals with a growth mindset tended to exhibit high perfectionistic strivings, leading to enhanced well-being. Both growth and fixed mindsets predicted certain well-being components, suggesting that a fixed mindset may not be entirely harmful. This study highlights the role of mindset in the relationship between perfectionism, particularly perfectionistic strivings, and students’ psychological well-being and functioning, with implications for the development of mindset-based interventions.

Introduction: Self-care agency, a core concept that helps alleviate the stressors of medical training, is postulated to be practiced by medical students who exhibit a growth mindset. Hence, this pilot study was designed to measure, compare, and correlate the self-care agency and mindsets of undergraduate medical students to assess the potential for scaling to a national survey. Methods: This cross-sectional study was conducted at one public and one private medical university using a revised version of the Appraisal of Self-Care Agency Scale to measure self-care agency and the Implicit Theories of Intelligence Scale to measure participants’ mindset. Data was analysed using IBM SPSS. Results: In total, 329 complete responses were obtained. Among the self-care domains, a higher capacity for self-care and a developing capacity for self-care, with a lower ability to indulge in self-care, were reported. Self-care agency showed a significant difference between pre-clinical and clinical students (p = .027; Cohen’s d = .2). Mindset measurements revealed a higher growth than a fixed mindset. The Pearson correlation coefficient showed a weak positive correlation, (r = 0.19) between the means of self-care agency and a growth mindset. Clinical students showed a higher tendency toward self-care than their pre-clinical counterparts in an independent-samples t-test, with no differences between genders and universities. Conclusion: This pilot study found a positive correlation between self-care agency and growth mindset among undergraduate medical students. Although limited by two prototype universities and response bias, this study provides a solid foundation for future nationwide or cross-country studies.

Research on growth mindset, the belief that one’s cognitive abilities are malleable and can be developed through dedication and practice, has received considerable media attention and influenced educational policy and practice. However, mindset theory and measurement have also drawn criticism. In the present paper, we add a cautionary note pertaining to the conceptualization and measurement of growth mindset. Through a critical reanalysis of a large-scale representative study of adolescents from the US ( N  = 15,362), we show that a growth (i.e., forward-keyed) and a fixed (i.e., reverse keyed) mindset item from a widely used scale are only moderately correlated ( r  = −.31). Further, we demonstrate that the two items are very differently related with a range of educationally relevant criteria such as learning engagement and self-efficacy, and sociodemographic characteristics such as sex. This leads us to conclude that the growth and fixed mindset items are not mutually interchangeable (apart from keying) indicators of a unidimensional construct that has fixed and growth mindset at its opposing poles. Which items researchers choose to measure mindset (fixed, growth, or a blend thereof) may therefore have a significant impact on the findings they obtain. Our insights highlight the need for greater attention to the conceptual foundations and measurement of mindset in future studies.

The purpose of this study is to analyse the structural relations between L2 learners’ mindsets, L2 grit and the L2 motivational self-system (L2MSS). The main driving force behind the study is the observation that mindsets have emerged as a significant variable in language-teaching research over the past years. The study was conducted with 403 L2 learners. To see the structural relations between and among the variables in the study, a structural equation model was used. The revised model showed that a growth mindset affects both the perseverance of effort (POE) and the consistency of interest (COI), which are the components that make up grit. Moreover, POE and COI mediate the relationship between the growth mindset and L2MSS, with the highest mediating impact between growth mindset and ideal L2 self. The study discovered that a fixed mindset only predicted ought-to L2 self/others. Finally, several theoretical and pedagogical implications are proposed based on the findings of the study.

Evidence for the prospective associations among parental failure mindset, helicopter parenting, and children’s intelligence mindset is lacking. This three-wave longitudinal study (12 months apart between waves) addressed this research gap by testing whether perceived maternal helicopter parenting mediated the link between perceived maternal failure mindset and intelligence mindset. Participants included 525 Chinese adolescents (47.2% girls, Mage = 15.41 years, SD = 0.22). Random-intercept cross-lagged analysis suggests that mothers with stronger failure-is-debilitating mindsets are more likely to engage in helicopter parenting, which may in turn contribute to stronger endorsements of a fixed mindset of intelligence in their adolescent children. The relation between maternal helicopter parenting and children’s intelligence mindset appeared to be reciprocal, i.e., children’s fixed mindset may elicit more helicopter parenting over time.

PurposeLeadership encapsulates a process of influencing others to understand what needs to be done and how it can be done. The related area of mindset behaviour which moderates leadership styles adopted in various industries has hitherto received scant academic attention in a construction context. This paper thus explores the linkages between project manager's mindset behaviour and project leadership style in the construction industry.Design/methodology/approachLiterature reviewed provides the basis for a questionnaire data collection instrument developed to gather primary data from construction professionals in the Ghanaian construction industry (GCI). A quantitative research strategy was then adopted using the Relative Importance Index (RII) to determine the level of significance of the leadership and mindset archetypes. A Pearson's correlation test was run to ascertain whether the mindset behaviour of project managers has a significant impact upon the type of leadership style.FindingsThe study's results indicate that democratic, transformational and situational leadership styles were prevalent leadership styles in the GCI. The analysis also revealed that project managers favoured the “growth mindset”. Furthermore this style had a moderate positive relationship with democratic and transformational leadership styles. Conversely, a fixed mindset had a low positive relationship with autocratic and situational leadership styles but a low negative relationship with transformational leadership style.Research limitations/implicationsThis research provides sufficient data for project managers to identify the type of mindset to nurture (the growth mindset is recommended) and the effective leadership style to be employed. This study engenders wider discussion on mindset behaviour and project leadership style in developing countries. Moreover, the findings present policymakers and practitioners with the leadership styles to promote and develop (democratic, transformational and situational) and mindset behaviour (growth mindset) to ensure project success in Ghana and other developing countries.Originality/valueThis research represents the first comprehensive study appraising the linkages between project managers’ mindset behaviour and project leadership style in the construction industry. Empirical data presented bridge the identified knowledge gap that exists on the lack of theoretical understanding of the influence that project managers' mindset has on leadership styles in the GCI.

ObjectivesThe purpose of this study was to develop a consolidated helicopter parenting scale (CHPS) from five existing measures of helicopter parenting and utilize the new measure to examine the relationship between helicopter parenting and intelligence mindset.MethodsParticipants were 275 emerging adults between 18–25 years of age who completed an online survey. First, we conducted an Exploratory Factor Analysis of five helicopter parenting measures to develop a scale that reliably measured participants’ reports of helicopter parenting by both their mothers and fathers. Then, we utilized the new measure to examine whether helicopter parenting mediated the relationship between emerging adults’ report of their parents’ failure mindsets and their own intelligence mindsets.ResultsThe 10 items retained in the factor analysis primarily captured emerging adults’ perception that their parents’ involvement was inappropriate rather than delineating objective behaviors in which their parents engaged. Both mothers and fathers were more likely to engage in helicopter parenting when emerging adults reported their parents had a failure mindset. However, only fathers’ helicopter parenting mediated the relationship between parents’ failure mindsets and their children’s intelligence mindsets.ConclusionsWhen parents were viewed as having a failure-is-debilitating mindset, emerging adults also reported that fathers were more likely to participate in helicopter parenting behaviors, which was associated with fixed mindsets in emerging adults. People with fixed mindsets have been found to have decreased motivation (e.g., avoiding challenges and less perseverance) and academic achievement in prior research.

People are more likely to exclude team members who do not contribute or are perceived as burdensome. A person’s mindset may influence their tendency to reject such burdensome members. Individuals with a fixed mindset may believe that burdensome members have low ability and that ability cannot be changed. In contrast, those with a growth mindset believe that ability is malleable, which may make them less inclined to reject burdensome members. This study explores, through two experiments, whether the relationship between an individual’s growth mindset and social exclusion of burdensome members is moderated by perceived effort. In Experiment 1, the Atimia paradigm was used to examine the role of perceived effort in the relationship between a growth mindset and the exclusion of burdensome members access to a group. The results revealed that individuals with a growth mindset were less likely to deny access to burdensome members who demonstrated effort. Experiment 2 employed the Atimia paradigm to further investigate whether a growth mindset reduces the likelihood of removing burdensome members and found similar results: individuals with a growth mindset were less likely to remove burdensome members who exhibited effort. In summary, these findings suggest that perceived effort plays a moderating role in the relationship between a growth mindset and social exclusion of burdensome members. Our study extends theories related to a growth mindset and social exclusion, providing a pathway for reducing social exclusion, particularly for individuals with high effort and low capacity.