• Science of Emotion and Sensibility
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• v.27 no.2
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• pp.59-68
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• 2024

Researchers have examined how individuals' preferred ways of comparing achievements differ according to their mindset. However, studies investigating the concomitant impact of such differences on individuals' happiness are relatively scant. Using a variety of scenarios, the present study examined how fixed-mindset and growth-mindset individuals' different achievement-comparison styles (more than others, less than others, better than before, and worse than before) affected their subjective happiness. A total of 880 participants were recruited. Fixed-mindset individuals felt happy when they felt they achieved more than others and unhappy when they felt the opposite, but were not influenced significantly when their achievement was better or worse than before. Conversely, growth-mindset individuals felt happy when their achievement was better than before but unhappy when it was the opposite, without being influenced significantly by achieving more or less than others. This study examined mindset, achievement comparison, and subjective happiness comprehensively, which, to date, have only been examined independently.

• Korean Journal of Occupational Health Nursing
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• v.30 no.2
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• pp.68-77
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• 2021

Purpose: This study was conducted to investigate the mediating effects of mindfulness and growth mindset on the relationship between occupational stress and happiness among clinical nurses. Methods: The participants were 220 clinical nurses working in two hospitals in D city. Self-report questionnaires were used to collect the data, which were analyzed using t-test, one-way ANOVA, Pearson's correlation coefficients, hierarchical multiple regression, and Sobel test. Results: Occupational stress had significant negative correlations with happiness, mindfulness, and growth mindset. On the other hand, mindfulness and growth mindset had significant positive correlations with happiness. Meanwhile, partial mediating effects of mindfulness and growth mindset were found on the relationship between occupational stress and happiness. Conclusion: Mindfulness and growth mindset can play an important role in buffering the negative influence of occupational stress on the happiness of clinical nurses. Therefore, interventions that ease occupational stress and encourage mindfulness and growth mindset are recommended to increase happiness among clinical nurses.

• International journal of advanced smart convergence
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• v.12 no.1
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• pp.157-163
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• 2023

The current research aims to examine the moderating effect of consumers' mindset on their product purchase intention in the multi-promotion offers containing both a bonus pack and a price discount (i.e., BP + PD offers). That is, this research investigateswhether consumers' product purchase intention in the BP + PD offers variesdepending on their mindset (growth mindset vs. fixed mindset). Specifically, it is predicted that consumers with a fixed mindset will have higher product purchase intention in the offers containing the high PD but low extra amount of BP (LBP HPD) than in the offers with a high extra amount of BP but low PD (HBP LPD), whereas consumers with a growth mindset will have higher product purchase intention in the HBP LPD offers than in the LBP HPD offers. An experiment wasconducted to test the prediction. Consistent with the prediction, it was found that participants' mindset moderates their product purchase intention in multi-promotion offers. The findings imply that marketers can evoke more positive consumer purchase intention toward BP and PD offers, considering consumer mindset.

• The Mathematical Education
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• v.63 no.3
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• pp.485-503
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• 2024

The purpose of this study is to analyze elementary school teachers' mindsets about students' mathematical ability. For this purpose, we developed a 20-item scale to measure teachers' mindset through a review of the literature. In order to verify the developed scale, a survey was conducted among 158 elementary school teachers, and the structure of the items was analyzed by exploratory factor analysis. As a result, three factors were identified: "growth mindset toward change in mathematical ability", "fixed mindset toward change in mathematical ability", and "mindset toward innate mathematical ability". Four groups were distinguished by latent profile analysis, using the scores on these three factors as variables, to characterize the different groups of teachers based on their mindset. The groups with the most participants in the study were, in order, growth mindset teachers, neutral mindset teachers, strong growth mindset teachers, and fixed mindset teachers. Interviews were also conducted with representative participants from each group to learn more about the characteristics of teachers in each profile. Based on the results of the study, we discussed the implications of mindset in terms of the classification of teachers' mindset about students' mathematical ability, the popularity of growth mindset among elementary school teachers in Korea, and research on teachers' mindset about innate mathematical ability.

• Journal of Digital Convergence
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• v.15 no.9
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• pp.15-21
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• 2017

Our current study aimed to verify the mediating effect of growth mindset and grit in the relationship between human rights victimization and self-esteem. The survey was conducted on 233 college students. Reliability analysis, correlation analysis, and Macro Process were performed, and bootstrap method was used to verify the mediating effect of growth mindset and grit. The results were as follows. First, human right victimization were significantly and negatively correlated with self-esteem, growth mindset, and grit while self-esteem were significantly and positively correlated with growth mindset, and grit. Second, as a result of path analysis, the human rights victimization had a significant negative impact on self-esteem, growth mindset and grit. On the other hand, growth mindset and grit had a significant positive effect on self-esteem. Third, growth mindset and grit had a mediating effect in the relationship between human right victimization and self-esteem. This implied that self-esteem of college students can be increased by increasing their growth mindset and grit. Future research is needed to clarify the role of human rights research and growth mindset and self - esteem in college students.

• The Journal of Industrial Distribution & Business
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• v.13 no.11
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• pp.21-30
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• 2022

Purpose: This study investigates the moderating effect of mindset types on experience and perceived quality in virtual reality (VR) contexts and identify the relationships among mindset types, experience, perceived quality, attitude, and purchase. Research design, data and methodology: Using a survey, a total of 250 participants were recruited from South Korea. Participants were asked whether they have been VR users who had experienced VR before participating in the survey. We used the partial least squares method to test the hypotheses based on structural equation modeling. Results: The results show that experience, including spatial, reality, and sensory experiences, has positive effects on perceived quality. Additionally, the mindset moderates the relationship between experience and perceived quality such that consumers with experience are more likely to have greater perceived quality when they have a growth mindset compared to those with a fixed mindset. The VR context's perceived quality exerts positive effects on attitude toward the VR context, while attitude has positive effects on purchase intention. Conclusion: We suggest that the consumer's mindset might work as an essential moderating factor that influences the relationship between experience and perceived quality. Our findings can help marketers plan promotion strategies more effectively and cater to the different objectives of their contexts.

• Journal of the Korea Convergence Society
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• v.9 no.1
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• pp.95-102
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• 2018

Recently, according to the arrival of the knowledge-based society, the self-directed learning is necessary for the workers. Especially, the person with strong hopes showed strong self-directed learning, and the psychological characteristics and beliefs such as growth mindset and Grit would play a mediating role. The purpose of this study was to investigate the mediating effects of growth mindset and grit in relation to hope and self-directed learning. The subjects of this study were selected from than 32 workplace in cities of Seoul, Daejeon, Chungbuk, Chungnam, and consisted of 368 workers selected by purposive sampling. And data analysis was performed by frequency analysis, correlation analysis, and structural equation modeling. The major results were as follow. First, there were positively significant correlations among hope, growth mindset, grit, self-directed learning. Second, as a result of SEM, hope showed direct impact on self-directed learning. Third, hope had indirect effect through growth mindset and grit. Lastly, the limitations of this study and policy implications to increase self-directed learning of workers through hope, growth mindset and grit.

• Journal of the Korea Convergence Society
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• v.12 no.6
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• pp.161-171
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• 2021

The main purpose of this study was to investigate structural associates among high school students' perceived parental autonomy support, growth mindset, grit and avoidant help-seeking behaviors. There were 419 high school students participated for this study, and their perceived parental autonomy support, growth mindset, girt and avoidant help-seeking behaviors were collected through on-line survey. Descriptive analyses, Pearson correlation analyses, Structural equation modeling and Boostrapping analyses were performed to explore those relations through SPSS 25.0 and Mplus 8.2. First of all, as the result, it was found that the perceived parental autonomy support had positive effects on growth mindset and grit. Second, the growth mindset worked as a negative mediator for the association between perceived parental autonomy support and avoidant help-seeking behaviors. The results suggested that we should consider not only relations with parents but also individual growth mindset to increase high school students' self-regulated learning. Also, theoretical and practical implications were discussed.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.615-624
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• 2023

This study is based on the relationship between college students' growth mindset and academic adaptation, by sequentially verifying the mediating effect of grit and career adaptation, it was intended to present implications for college students' academic adaptation. This study was conducted with 366 students from three four-year universities in Jeonlanamdo. The findings are as follows. First, it was found that the growth mindset of college students had a direct impact on academic adaptation. Second, grit and career adaptation showed mediating effects in the relationship between college students' growth mindset and academic adaptation, respectively. Third, the relationship between college students' growth mindset and academic adaptation showed a sequential mediating effect of grit and career adaptation. This study found that growth mindset, grit, and career adaptation affect the improvement of college students' academic adaptation. To this end, implications for educational programs and counseling intervention measures that help college students adapt to their studies were discussed of products and services possible.

• Journal of Industrial Convergence
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• v.21 no.9
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• pp.1-9
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• 2023

The purpose of this study is to verify the mediating effect of Learning Flow in the relationship between Growth Mindset and Career Adaptability. Based on 203 response data collected from university students, hypotheses were analyzed using SPSS 26.0 and AMOS 26.0 programs. According to the result of this study, Growth Mindset had a direct positive (+) effect on Learning Flow (𝛽=.403, p<.001), and Learning Flow also had a positive (+) effect on Career Adaptability (𝛽=.393, p<.001). Also, in the relationship between Growth Mindset and Career Adaptability, Learning Flow showed a mediating effect. This means that in order for Growth Mindset to affect Career Adaptability, Learning Flow must be considered as essential. To this end, it suggests that it is important to build a Learning Flow along with cultivating a Growth Mindset.