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  1. The Antecedents of Moral Imagination in the Workplace: A Social Cognitive Theory Perspective. [REVIEW]Brian G. Whitaker & Lindsey N. Godwin - 2013 - Journal of Business Ethics 114 (1):61-73.
    As corporate scandals proliferate, organizational researchers and practitioners have made calls for research providing guidance for those wishing to influence positive moral decision-making and behavior in the workplace. This study incorporates social cognitive theory and a vignette-based cognitive measure for moral imagination to examine (a) moral attentiveness and employee creativity as important antecedents of moral imagination and (b) creativity as a moderator of the positive relationship between moral attentiveness and moral imagination. Based on the results from supervisor–subordinate dyadic data (N (...)
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  • Resolving Sequential Self-Control Dilemmas: The Role of Pride and Guilt.Julia Storch, Jing Wan & Koert van Ittersum - forthcoming - Emotion Review.
    Extant evidence suggests that the two self-conscious emotions pride and guilt guide people's behavior in the context of self-control dilemmas. Pride and guilt are both outcomes of and antecedents to how people resolve self-control dilemmas. However, evidence on how pride and guilt motivate individuals to exert self-control is inconsistent. Based on the Expectancy Value Theory, we propose a conceptual framework to predict when and how pride and guilt can lead to increased or decreased self-control. One particularly important factor is the (...)
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  • Moral Identity and the Acquisition of Virtue: A Self-regulation View.Matt Stichter & Tobias Krettenauer - 2023 - Review of General Psychology 27 (4).
    The acquisition of virtue can be conceptualized as a self-regulatory process in which deliberate practice results in increasingly higher levels of skillfulness in leading a virtuous life. This conceptualization resonates with philosophical virtue theories as much as it converges with psychological models about skill development, expertise, goal motivation, and self-regulation. Yet, the conceptualization of virtue as skill acquisition poses the crucial question of motivation: What motivates individuals to self-improvement over time so that they can learn from past experience, correct mistakes, (...)
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  • The True Self as Essentially Morally Good – An Obstacle to Moral Improvement?Matt Stichter - 2022 - Journal of Moral Education 51 (2):261-275.
    Psychological research has revealed that there is a strong tendency for people to believe that they have a ‘true self’, and to believe that this true self is inherently morally good. This would seemingly be very good news for virtue theorists, since this may help to promote virtue development. While there are some obvious benefits to people having morality intrinsically tied to their sense of self, in this paper I want to suggest instead that there may also be some significant (...)
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  • Do Only White or Asian Males Belong in Genius Organizations? How Academic Organizations’ Fixed Theories of Excellence Help or Hinder Different Student Groups’ Sense of Belonging.Christina Bauer & Bettina Hannover - 2021 - Frontiers in Psychology 12.
    High-profile organizations often emphasize fixed giftedness rather than malleable effort-based criteria as critical for excellent achievements. With giftedness being primarily associated with White or Asian males, such organizational implicit theories of excellence may shape individuals’ sense of belonging depending on the extent to which they match the gifted White/Asian male prototype, i.e., the prototypical gifted person which is typically imagined to be a White or Asian male. Previous research has reported fixed excellence theories emphasizing giftedness to impair the sense of (...)
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  • General Self-Efficacy Mediates the Effect of Family Socioeconomic Status on Critical Thinking in Chinese Medical Students.Lei Huang, Yun-Lin Liang, Jiao-Jiao Hou, Jessica Thai, Yu-Jia Huang, Jia-Xuan Li, Ying Zeng & Xu-Dong Zhao - 2019 - Frontiers in Psychology 9:401730.
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  • The discursive construction of intelligence in introductory educational psychology textbooks.Rachael Gabriel & Jessica Nina Lester - 2014 - Discourse Studies 16 (6):776-791.
    The meaning of intelligence has varied across time and place, with these varied constructions holding consequences for people and society at large. There is, however, little consensus around what intelligence actually means and how the construct should be applied. Educational discourses, including textbooks used to train teachers, have commonly been the site for the dissemination of ‘authoritative’ information surrounding intelligence. In this article, we present findings from a discourse analysis informed by discursive psychology of passages related to defining and measuring (...)
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  • Mindset matters: how mindset affects the ability of staff to anticipate and adapt to Artificial Intelligence (AI) future scenarios in organisational settings.Elissa Farrow - 2021 - AI and Society 36 (3):895-909.
    Any first step in organisational adaptation starts with individuals’ responses and willingness (or otherwise) to change an aspect of themselves given the transcontextual settings in which they are operating (Bateson in Small arcs of larger circles: framing through other patterns, Triarchy Press, Axminster, 2018). This research explores the implications for organisational adaptation strategies when Artificial Intelligence (AI) is being embedded into the ecology of the organisation, and when employees have a dominant fixed or growth mindset (Dweck in Mindset: changing the (...)
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  • The Sense of Effort: a Cost-Benefit Theory of the Phenomenology of Mental Effort.Marcell Székely & John Michael - 2020 - Review of Philosophy and Psychology 12 (4):889-904.
    In the current paper, we articulate a theory to explain the phenomenology of mental effort. The theory provides a working definition of mental effort, explains in what sense mental effort is a limited resource, and specifies the factors that determine whether or not mental effort is experienced as aversive. The core of our theory is the conjecture that the sense of effort is the output of a cost-benefit analysis. This cost-benefit analysis employs heuristics to weigh the current and anticipated costs (...)
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  • “Overcoming the Fear That Haunts Your Success” – The Effectiveness of Interventions for Reducing the Impostor Phenomenon.Mirjam Zanchetta, Sabine Junker, Anna-Maria Wolf & Eva Traut-Mattausch - 2020 - Frontiers in Psychology 11.
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  • Learning from Failure: Shame and Emotion Regulation in Virtue as Skill.Matt Stichter - 2020 - Ethical Theory and Moral Practice 23 (2):341-354.
    On an account of virtue as skill, virtues are acquired in the ways that skills are acquired. In this paper I focus on one implication of that account that is deserving of greater attention, which is that becoming more skillful requires learning from one’s failures, but that turns out to be especially challenging when dealing with moral failures. In skill acquisition, skills are improved by deliberate practice, where you strive to correct past mistakes and learn how to overcome your current (...)
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  • The Costs of Online Learning: Examining Differences in Motivation and Academic Outcomes in Online and Face-to-Face Community College Developmental Mathematics Courses.Michelle K. Francis, Stephanie V. Wormington & Chris Hulleman - 2019 - Frontiers in Psychology 10.
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  • Feedback Valence Agency Moderates the Effect of Pre-service Teachers’ Growth Mindset on the Relation Between Revising and Performance.Maria Cutumisu - 2019 - Frontiers in Psychology 10.
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  • Can motto-goals outperform learning and performance goals? Influence of goal setting on performance and affect in a complex problem solving task.Miriam Sophia Rohe, Joachim Funke, Maja Storch & Julia Weber - 2016 - Journal of Dynamic Decision Making 2 (1):1-15.
    In this paper, we bring together research on complex problem solving with that on motivational psychology about goal setting. Complex problems require motivational effort because of their inherent difficulties. Goal Setting Theory has shown with simple tasks that high, specific performance goals lead to better performance outcome than do-your-best goals. However, in complex tasks, learning goals have proven more effective than performance goals. Based on the Zurich Resource Model, so-called motto-goals should activate a person’s resources through positive affect. It was (...)
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  • Moral Growth Mindset is Associated with Change in Voluntary Service Engagement.Hyemin Han, Youn-Jeng Choi, Kelsie J. Dawson & Changwoo Jeong - 2018 - PLoS ONE 8 (13):e0202327.
    Incremental implicit theories are associated with a belief regarding it is possible to improve one’s intelligence or ability through efforts. Previous studies have demonstrated that incremental implicit theories contributed to better academic achievement and positive youth development. Our study aimed to examine whether incremental implicit theories of morality significantly influenced change in students’ engagement in voluntary service activities. In our study, 54 Korean college students for Study 1 and 180 Korean 8th graders for Study 2 were recruited to conduct two (...)
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  • Psychological Mechanism of Corruption: A Comprehensive Review. [REVIEW]Juneman Abraham, Julia Suleeman & Bagus Takwin - forthcoming - Asian Journal of Scientific Research.
    Corruption prevention can be more effective if it does not rely merely on legal enforcement. This theoretical review aimed to propose a hypothetical psychological model capable of explaining the behavior of corruption. Moral disengagement is a variable that is considered ontologically closest in “distance” to the variable of corruption behavior. Counterfeit self, implicit self-theory, ethical mindset and moral emotion are taken into account as the pivotal factors of the corruption behavior and its mechanism of moral disengagement. Counterfeit self along with (...)
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  • The relational self: An interpersonal social-cognitive theory.Susan M. Andersen & Serena Chen - 2002 - Psychological Review 109 (4):619-645.
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  • Temporal construal.Yaacov Trope & Nira Liberman - 2003 - Psychological Review 110 (3):403-421.
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  • The power of competition: Effects of social motivation on attention, sustained physical effort, and learning.Brynne C. DiMenichi & Elizabeth Tricomi - 2015 - Frontiers in Psychology 6.
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  • Investigating the Improvement of Decoding Abilities and Working Memory in Children with Incremental or Entity Personal Conceptions of Intelligence: Two Case Reports.Marianna Alesi, Gaetano Rappo & Annamaria Pepi - 2015 - Frontiers in Psychology 6.
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  • Driver of discontent or escape vehicle: the affective consequences of mindwandering.Malia F. Mason, Kevin Brown, Raymond A. Mar & Jonathan Smallwood - 2013 - Frontiers in Psychology 4.
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  • The origins and uses of self-awarenesss or the mental representation of me.Michael Lewis - 2011 - Consciousness and Cognition 20 (1):120-129.
    This paper explores the meaning and the development of consciousness in the human child. The idea of a self is made up of at least two major aspects. These can be referred to as the machinery of the self and the mental state of the idea of “me”. The machinery of the self involves all unconscious, unreferenced action of the body, including its physiology and its processing of information that in turn includes cognitions and emotional states, which are unavailable to (...)
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  • An Investigation of College Students' Perceptions of Academic Dishonesty, Reasons for Dishonesty, Achievement Goals, and Willingness to Report Dishonest Behavior.Shu Ching Yang, Chiao-Ling Huang & An-Sing Chen - 2013 - Ethics and Behavior 23 (6):501-522.
    This study investigated students? perceptions of their own and their peers? academic dishonesty (AD), their reasons for this dishonesty, their achievement goals, and their willingness to report AD (WRAD) within a Chinese cultural context. The results identified students? belief that their peers had a greater likelihood of engaging in AD and had more motivation to do so than did the students themselves. Gender and academic major did not affect students? WRAD. However, students were significantly more willing to report classmates than (...)
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  • The nature and nurture of expertise: a fourth dimension. [REVIEW]Gregory J. Feist - 2013 - Phenomenology and the Cognitive Sciences 12 (2):275-288.
    One formative idea behind the workshop on expertise in Berkeley in August of 2010 was to develop a viable “trading zone” of ideas, which is defined as a location “in which communities with a deep problem of communication manage to communicate” (Collins et al. 2010, p. 8). In the current case, the goal is to have a trading zone between philosophers, sociologists, and psychologists who communicate their ideas on expertise such that productive interdisciplinary collaboration results. In this paper, I review (...)
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  • Acceptance as a positive attitude.Maria Miceli & Cristiano Castelfranchi - 2001 - Philosophical Explorations 4 (2):112 – 134.
    We argue in favor of the adaptive value of acceptance and that it deserves a definite status within the 'positive paradigm'. Acceptance currently suffers from ambiguous connotations because of its lack of optimistic biases and its similarity to resignation. We endeavor to show that acceptance and resignation are distinct attitudes by exploring their relationships with various phenomena-frustration, disappointment, expectation, positive thinking, replanning, and accuracy. The resulting distinguishing features of acceptance-thriving versus returning to baseline; realistic optimism versus hopelessness; persistence and flexible (...)
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  • Emotion malleability beliefs influence emotion regulation and emotion recovery among individuals with depressive symptoms.Elizabeth T. Kneeland & Lauren E. Simpson - 2022 - Cognition and Emotion 36 (8):1613-1621.
    Despite the centrality of emotion regulation in psychiatric disorders such as depression, there is a lack of experimental studies examining the psychological factors that influence emotion regulation in individuals with depressive symptoms. Participants with current depressive symptoms were randomly assigned to an experimental manipulation promoting more malleable emotion beliefs or the control condition. Participants underwent a negative emotion induction and reported on their affect and emotion regulation during the induction. Individuals who received the experimental manipulation reported greater cognitive reappraisal and (...)
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  • Learning Compassion and Meditation: A Mixed-Methods Analysis of the Experience of Novice Meditators.Jennifer S. Mascaro, Marianne P. Florian, Marcia J. Ash, Patricia K. Palmer, Anuja Sharma, Deanna M. Kaplan, Roman Palitsky, George Grant & Charles L. Raison - 2022 - Frontiers in Psychology 13.
    Over the last decade, numerous interventions and techniques that aim to engender, strengthen, and expand compassion have been created, proliferating an evidence base for the benefits of compassion meditation training. However, to date, little research has been conducted to examine individual variation in the learning, beliefs, practices, and subjective experiences of compassion meditation. This mixed-method study examines changes in novice meditators’ knowledge and contemplative experiences before, during, and after taking an intensive course in CBCT®, a contemplative intervention that is increasingly (...)
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  • Implicit Theories of Intelligence and Achievement Goals: A Look at Students’ Intrinsic Motivation and Achievement in Mathematics.Woon Chia Liu - 2021 - Frontiers in Psychology 12.
    The present research seeks to utilize Implicit Theories of Intelligence and Achievement Goal Theory to understand students’ intrinsic motivation and academic performance in mathematics in Singapore. 1,201 lower-progress stream students, ages ranged from 13 to 17 years, from 17 secondary schools in Singapore took part in the study. Using structural equation modeling, results confirmed hypotheses that incremental mindset predicted mastery-approach goals and, in turn, predicted intrinsic motivation and mathematics performance. Entity mindset predicted performance-approach and performance-avoidance goals. Performance-approach goal was positively (...)
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  • Planting the Seeds: Orchestral Music Education as a Context for Fostering Growth Mindsets.Steven J. Holochwost, Judith Hill Bose, Elizabeth Stuk, Eleanor D. Brown, Kate E. Anderson & Dennie Palmer Wolf - 2021 - Frontiers in Psychology 11.
    Growth mindset is an important aspect of children’s socioemotional development and is subject to change due to environmental influence. Orchestral music education may function as a fertile context in which to promote growth mindset; however, this education is not widely available to children facing economic hardship. This study examined whether participation in a program of orchestral music education was associated with higher levels of overall growth mindset and greater change in levels of musical growth mindset among children placed at risk (...)
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  • Psychometric Properties of Achievement Goal Constructs for Chinese Students.Ningning Zhao, Yanfang Zhai, Xiaohan Chen, Meiling Li, Ping Li, Kunyu Ye & Hongbo Wen - 2020 - Frontiers in Psychology 11.
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  • Psychology and Business Ethics: A Multi-level Research Agenda.Gazi Islam - 2020 - Journal of Business Ethics 165 (1):1-13.
    Arguing that psychology and business ethics are best brought together through a multi-level, broad-based agenda, this essay articulates a vision of psychology and business ethics to frame a future research agenda. The essay draws upon work published in JBE, but also identifies gaps where published research is needed, to build upon psychological conceptions of business ethics. Psychological concepts, notably, are not restricted to phenomena “in the head”, but are discussed at the intra-psychic, relational, and contextual levels of analysis. On the (...)
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  • Beliefs About Creativity Influence Creative Performance: The Mediation Effects of Flexibility and Positive Affect.Nujaree Intasao & Ning Hao - 2018 - Frontiers in Psychology 9.
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  • Plato, metacognition and philosophy in schools.Peter Worley - 2018 - Journal of Philosophy in Schools 5 (1):76-91.
    In this article, I begin by saying something about what metacognition is and why it is desirable within education. I then outline how Plato anticipates this concept in his dialogue Meno. This is not just a historical point; by dividing the cognitive self into a three-in-one—a ‘learner’, a ‘teacher’ and an ‘evaluator’—Plato affords us a neat metaphorical framework for understanding metacognition that, I contend, is valuable today. In addition to aiding our understanding of this concept, Plato’s model of metacognition not (...)
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  • The ABCs of depression: Integrating affective, biological, and cognitive models to explain the emergence of the gender difference in depression.Janet Shibley Hyde, Amy H. Mezulis & Lyn Y. Abramson - 2008 - Psychological Review 115 (2):291-313.
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  • The role of deliberate practice in the acquisition of expert performance.K. Anders Ericsson, Ralf T. Krampe & Clemens Tesch-Römer - 1993 - Psychological Review 100 (3):363-406.
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  • Vision-based coaching: optimizing resources for leader development.Angela M. Passarelli - 2015 - Frontiers in Psychology 6.
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  • Emotion, Emotion Regulation, and Conflict Resolution.Eran Halperin - 2014 - Emotion Review 6 (1):68-76.
    The central role played by emotions in conflict has long been recognized by many of the scholars who study ethnic conflicts and conflict resolution. Yet recent developments in the psychological study of discrete emotions and of emotion regulation have yet to receive adequate attention by those who study and seek to promote conflict resolution. At the same time, scholars of emotion and emotion regulation have only rarely tested their core theories in the context of long-term conflicts, which constitute a unique (...)
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  • Emotion malleability beliefs matter in emotion regulation: a comprehensive review and meta-analysis.Yunsu Kim, Sooyeon Kim & Sunkyung Yoon - 2024 - Cognition and Emotion 38 (6):841-856.
    Individuals’ beliefs about the malleability of emotions have been theorised to play a role in their psychological distress by influencing emotion regulation processes, such as the use of emotion regulation strategies. We conducted a meta-analysis to test this idea across studies with a focus on the relationships between emotion malleability beliefs and five distinct emotion regulation strategies: cognitive reappraisal, suppression, avoidance, rumination, and acceptance. Further, using two-stage meta-analytic structural equation modelling (TSSEM), we examined whether the emotion regulation strategies mediate the (...)
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  • Replies to Commentators on The Skillfulness of Virtue. [REVIEW]Matt Stichter - 2021 - Ethical Theory and Moral Practice 24 (2):611-623.
    First, let me start by thanking all of my commentators for doing a careful reading of my book, providing me with lots of though-provoking responses, and on top of all of that for the significant time commitment in being a part of this symposium. I’m very grateful for all the support! Let me add a further note of thanks to Noell Birondo for taking on the role of editor in bringing all of these wonderful contributions together in this issue of (...)
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  • When Learning Goal Orientation Leads to Learning From Failure: The Roles of Negative Emotion Coping Orientation and Positive Grieving.Wenzhou Wang, Shanghao Song, Xiaoxuan Chen & Wenlong Yuan - 2021 - Frontiers in Psychology 12.
    Considering failure is a common result in project management, how to effectively learn from failure has becoming a more and more important topic for managers. Drawing on the goal orientation theory and grief recovery theory, the purpose of this paper is to clarify the impact of learning goal orientation on learning from failure. Furthermore, this paper examines the mediating effect of two negative emotion coping orientations and the moderating effect of positive grieving in this relationship. The results indicated that: A (...)
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  • Effect of Intelligence Mindsets on Math Achievement for Chinese Primary School Students: Math Self-Efficacy and Failure Beliefs as Mediators.Aoxue Su, Shuya Wan, Wei He & Lianchun Dong - 2021 - Frontiers in Psychology 12.
    This study examined the relationship of intelligence mindsets to math achievement for primary school students in the Chinese educational context, as well as the mediating function of math self-efficacy and failure beliefs in this relationship. Participants included 466 fifth graders (231 boys and 235 girls) from two Chinese primary schools. Results indicated that boys had significantly higher mean levels of growth mindsets and math self-efficacy than girls, whereas boys had no statistically significant differences to girls on failure beliefs and math (...)
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  • How Learning Motivation Influences Feedback Experience and Preference in Chinese University EFL Students.Zhengdong Gan - 2020 - Frontiers in Psychology 11.
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  • The Role of Metacognitive Components in Creative Thinking.Xiaoyu Jia, Weijian Li & Liren Cao - 2019 - Frontiers in Psychology 10:470461.
    Metacognition refers to the knowledge and regulation of one’s own cognitive processes, which has been regarded as a critical component of creative thinking. However, the current literature on the association between metacognition and creative thinking remains controversial, and the underlying role of metacognition in the creative process appears to be insufficiently explored and explained. This review focuses on the roles of three aspects of metacognition (i.e., metacognitive knowledge, metacognitive experience, and metacognitive monitoring and control) in creative thinking and offers a (...)
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  • From Growth Mindset to Grit in Chinese Schools: The Mediating Roles of Learning Motivations.Yukun Zhao, Gengfeng Niu, Hanchao Hou, Guang Zeng, Liying Xu, Kaiping Peng & Feng Yu - 2018 - Frontiers in Psychology 9.
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  • The Educational Situation Quality Model: Recent Advances.Fernando Doménech-Betoret - 2018 - Frontiers in Psychology 9.
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  • How functionalist and process approaches to behavior can explain trait covariation.Dustin Wood, Molly Hensler Gardner & P. D. Harms - 2015 - Psychological Review 122 (1):84-111.
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  • Effects of Implicit Negotiation Beliefs and Moral Disengagement on Negotiator Attitudes and Deceptive Behavior.Kevin Tasa & Chris M. Bell - 2017 - Journal of Business Ethics 142 (1):169-183.
    In three studies, we examined the relationship between implicit negotiation beliefs, moral disengagement, and a negotiator’s ethical attitudes and behavior. Study 1 found correlations between an entity theory that negotiation skills are fixed rather than malleable, moral disengagement, and appropriateness of marginally ethical negotiation tactics. Mediation analysis supported a model in which moral disengagement facilitated the relationship between entity theory and support for unethical tactics. Study 2 provided additional support for the mediation model in a sample of MBA students, whereby (...)
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  • Does childhood religiosity enhance learning motivation? Testing the role of Islamic religiosity using moderated mediation model. Sulalah, Shameem Fatima & Minanur Rohman - forthcoming - Archive for the Psychology of Religion.
    The study assessed the role of childhood religiosity in adult religiosity and learning motivation in university participants. Participants were 338 university students (mean age = 20.42, SD = 1.53, 47% men) selected from Islamic (50%) and general universities (50%). The findings showed that participants from Islamic university compared to those from general universities scored higher on religious altruism among religiosity outcomes and on self-efficacy and active learning strategies among learning motivation outcomes. The hypothesized associations between childhood religiosity, religious altruism, religious (...)
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  • Growth mindset and responses to acute stress.Ethan R. Fischer, Cosette Fox & K. Lira Yoon - 2023 - Cognition and Emotion 37 (6):1153-1159.
    Individuals with high levels of growth mindsets believe that attributes are malleable. Although links between acute stress responses and growth mindsets of thought, emotion, and behaviour are central to the conceptualisation of psychological disorders and their treatment, such links have yet to be examined. Undergraduate participants (N = 135) completed a modified Trier Social Stress Test (TSST), and their salivary cortisol and anxiety were assessed throughout the session. Hierarchical linear models revealed that higher growth mindset of behaviour was associated with (...)
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  • Profiles of Parents’ Beliefs About Their Child’s Intelligence and Self-Regulation: A Latent Profile Analysis.Maren Stern & Silke Hertel - 2020 - Frontiers in Psychology 11.
    This study examined parents’ implicit theories of intelligence and self-regulation from a person-centered perspective using latent profile analysis. First, we explored whether different belief profiles exist. Second, we examined if the emergent belief profiles differ by demographic variables and are related to parents’ failure beliefs, goal orientation, and co-regulatory strategies. Data were collected from N = 137 parents of preschoolers who answered an online survey comprising their implicit theories about the malleability and relevance of the domains intelligence and self-regulation. We (...)
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