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Objective:To explore the current situation of nurses′growth mindset ability and study its related influencing factors, so as to serve as a reference for improving nurses′ growth mindset ability.Methods:This was a cross-sectional survey, and 310 nurses from 5 tertiary hospitals in Shandong Province, Shanghai City, and Guangdong Province were selected as the survey subjects from April to June 2022 using convenience sampling method. The General Information Questionnaire, the Nurses′ Growth Mindset Assessment Scale, the Psychological Adaptability Self-Assessment Scale, the Chinese Big Five Personality Inventory Brief Version and the Team Psychological Safety Atmosphere Scale were used to investigate the growth mindset ability of nurses and its influencing factors.Results:Finally, 307 valid questionnaires were collected. There were 46 males and 261 females, aged 20-50 years old. The scores of the Nurses′ Growth Mindset Assessment Scale were (108.89 ± 29.32) points, the scores of the Psychological Adaptability Self-Assessment Questionnaire were 10.0(0.0, 20.0) points, the scores of the Chinese Big Five Personality Inventory Brief Scale were (162.37±43.82) points, and the scores of the Team Psychological Safety Atmosphere Scale were (55.84 ± 15.12) points. The highest education level ( B = 0.028, P = 0.040), professional title ( B = 0.033, P = 0.032), family economic support ( B = 0.025, P = 0.048), Chinese big five personality ( B = 0.039, P = 0.037), team psychological safety atmosphere ( B = 0.600, P<0.001) and psychological adaptability ( B = 0.313, P<0.001) had a significant effect on nurses′ growth mindset ability. Conclusions:The growth mindset ability of nurses is at the upper middle level, and the educational background, professional title, family economic support, personality characteristics, team psychological safety atmosphere and psychological adaptability of nurses are the significant influencing factors. Hospitals, social and health education systems can combine influencing factors to provide a harmonious working atmosphere for nurses, focusing on the improvement of nurses′ academic qualifications and the promotion of professional titles, cultivating nurses′ psychological adaptability, improving nurses′growth mindset ability, and improving the overall quality of the nursing service team.
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Objective:To explore the mediating effect of hardness on growth mindest and transition shock among nursing undergraduate interns, and to provide theoretical basis for promoting clinical adaptability of nurses.Methods:Totally 223 nursing undergraduates who practiced in five grade A hospitals in Shanghai city, Henan province and Jiangsu province were selected as the participants by convenient sampling from September to October 2022. General information questionnaire, Growth Mindset Scale (GMS), Hardness scale, and the Transition Shock of Newly Graduated Nurses (TSNGNS) were used in the questionnaire cross section survey.Results:Totally 210 valid questionnaires were retrieved. The scores of growth mindset, hardness and transition shock were (32.67 ± 4.52), (63.80 ± 13.51) and (86.97 ± 18.70), respectively. Growth mindset was positively correlated with hardness ( r=0.369, P<0.01), growth mindset was negatively correlated with transition shock ( r=-0.334, P<0.01), and resilience was negatively correlated with transition shock ( r=-0.346, P<0.01). Hardness had a partial mediating effect on the association between growth mindset and transition shock in nursing undergraduate interns, with 27.35% mediating effect. Conclusions:Growth mindset can affect the transition shock in nursing undergraduate interns through hardness. Nursing educators should pay attention to the development of growth mindset and the cultivation of hardness of nursing interns, and take targeted measures to reduce the transition shock and promote clinical adaptability.
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Objetivo. Estudiar la relación entre el tipo de mentalidad y el desempeño en comprensión lectora y aritmética de 247 estudiantes de 9 a 12 años de edad de dos escuelas de Argentina. Método. Los participantes completaron un cuestionario basado en una Escala de Mentalidad de Crecimiento y pruebas estandarizadas de comprensión lectora y cálculo aritmético. Además, se utilizaron las calificaciones escolares proporcionadas por docentes y datos sobre el estatus social (ES) aportados por padres/cuidadores. El diseño fue no experimental y transversal. Resultados. Los análisis de regresión jerárquica mostraron que a mayor mentalidad de crecimiento, mejor desempeño escolar, aún al controlar el efecto del ES. La relación del desempeño con las calificaciones fue más fuerte que con las pruebas estandarizadas.
Objective. The aim of the paper was to study the relation between mindset and reading comprehension and arithmetic performance of 247 students aged 9 to 12 years from two schools in Argentina. Method. Participants were asked to complete a questionnaire based on a Growth Mindset Scale, and standardized tests of reading comprehension and arithmetic calculation. In addition, school grades provided by teachers and social status data provided by parents/caregivers were used. The design was non-experimental and cross-sectional. Results. Hierarchical regression analyzes showed that the higher the growth mindset, the better the school performance, even when controlling for the effect of social status on these variables. The relation of performance with grades was stronger than with standardized tests.
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Humanos , Masculino , Feminino , Criança , Crescimento e Desenvolvimento , Mentalização , ArgentinaRESUMO
Background@#Speech pathology (SP) students report great difficulty as they experience academic and mental health concerns while completing their programs. Even with increased global attention on non-cognitive factors influencing academic performance, no study focusing on Filipino SP students has been done. @*Objectives@#This study aimed to (1) explore the relationships among mindfulness, growth mindset, academic intrinsic motivation, and academic performance, and (2) investigate the influence of mindfulness, mindset, and motivation levels on academic performance. @*Methodology@#SP undergraduate students from a university in Manila (n=89) responded to an online survey measuring the three variables. Grades were extracted and analyzed alongside survey scores. Correlation and multiple linear regression analysis were performed. @*Results@#Higher mindfulness level was significantly related to better academic performance (rs(89) = -.235, p<.05). Correlation analysis further revealed a significant association between mindfulness and growth mindset (rs(89) = .390, p<.01); mindfulness and academic intrinsic motivation (rs(89) = .504, p<.01); and growth mindset and academic intrinsic motivation (rs(89) = .409, p<.01). No significant relationship was found between grades and growth mindset or motivation levels. Furthermore, regression analysis revealed that mindfulness, mindset, and motivation levels do not significantly predict grades (F(3,85)=.461, p=.710, R2=.016). @*Conclusion@#This study provides scientific findings to help educators develop a better understanding of Filipino health professions education student characteristics. Evidence on the significance of mindfulness in student performance is presented. It also provides new knowledge regarding the association between the constructs of mindfulness, growth mindset, and intrinsic motivation in this specific population.
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Atenção Plena , Motivação , Desempenho AcadêmicoRESUMO
PURPOSE: This study investigates the effect of pregnant women's growth mindset on the stress of pregnancy through ego-resilience. METHODS: The subjects included 551 pregnant women in Seoul and Gyeonggi area. Data were collected using a structured questionnaire; statistical, frequency, correlation, and structural equation analyses were performed using SPSS21 and M-plus 7.0. RESULTS: First, pregnant women's growth mindset had a direct effect on pregnancy stress. Second, the mediating pathway that influenced pregnancy stress through the ego-resilience of growth mindset was significant. CONCLUSION: These results suggest that it is important to devise and practice a method to improve the growth mindset of pregnant women, enhance ego-resilience, and reduce the negative effects of stress by reducing pregnancy stress.