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  1. 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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  • 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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  • 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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  • Psychological Well-Being and Intrinsic Motivation: Relationship in Students Who Begin University Studies at the School of Education in Ciudad Real.Ángel Luis González Olivares, Óscar Navarro, Francisco Javier Sánchez-Verdejo & Álvaro Muelas - 2020 - Frontiers in Psychology 11.
    More and more studies and research have found a positive relationship between the participation of young people in altruistic activities and helping others, but it is interesting to discover a relationship of that personal and vocational satisfaction in the preparation and training in a profession as important to society as teaching. For students who begin university studies related to teaching, their psychological well-being and motivation towards this activity are very relevant aspects to consider. The access to and attainment of a (...)
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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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  • 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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  • Mind your mindset. An empirical study of mindset in secondary vocational education and training.Jaap Glerum, Sofie M. M. Loyens & Remy M. J. P. Rikers - 2019 - Educational Studies 46 (3):273-281.
    Mindset plays a pivotal role in academic achievement. In particular, a growth mindset is related to academic success. This study explored the role of mindset in Secondary Vocational Education and T...
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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 Positive Effect of Authoritarian Leadership on Employee Performance: The Moderating Role of Power Distance.Honglei Wang & Bichen Guan - 2018 - Frontiers in Psychology 9.
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  • Intelligence beliefs, goal orientations and children’s academic achievement: does the children’s gender matter?Loredana R. Diaconu-Gherasim, Ana-Maria Tepordei, Cornelia Mairean & Andrei Rusu - 2018 - Educational Studies 45 (1):95-112.
    This study evaluated how gender is related to children’s intelligence beliefs, goal orientations and academic achievement and whether there are gender differences in how intelligence beliefs and goal orientations are related to academic achievement. The participants, 362 seventh grade students, completed measures regarding their intelligence beliefs and goal orientations at the beginning of the second semester and the grades were collected at the end of the semester. Girls reported higher scores on incremental belief, mastery goal and higher achievement but lower (...)
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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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  • Temporal construal.Yaacov Trope & Nira Liberman - 2003 - Psychological Review 110 (3):403-421.
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  • Quadratic Models May Provide a Useful Set of Models that Detect Combined Effects of Achievement Goals on Academic Attainment.Sviatlana Kamarova, Nikos L. D. Chatzisarantis & Martin S. Hagger - 2016 - Frontiers in Psychology 7.
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  • Girls Blush, Sometimes: Gender, Moral Agency, and the Problem of Shame.Jennifer C. Manion - 2003 - Hypatia 18 (3):21-41.
    Few contemporary philosophers discuss the ways in which the emotion of shame may be gendered. This paper addresses this situation, examining Gabriele Taylor's account of genuine vs. false shame. 1 argue that, by attending to the social pressures placed on many women to conform to a certain vision of femininity, an analysis of the shame to which women may be prone shows that Taylor's account of shame remains incomplete.
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  • Preventing Plagiarism in Academia: A Literature Review on the Impacts of Psychology, Culture, Law and Education.Irina Dimitrova - forthcoming - Journal of Academic Ethics:1-18.
    The current literature review is part of a project-based study exploring the perceptions of university students, scholars, and policymakers in Bulgaria on the issue of academic plagiarism. The paper focuses on plagiarism prevention. The review explores the issue of plagiarism in light of the psychological motivations behind the conscious act of the misconduct, outlining possible directions for minimizing the misconduct in academia in the areas of psychology, law and education separately and in combination. The current literature review considers the misconduct (...)
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  • Eudaimonia in Crisis: How Ethical Purpose Finding Transforms Crisis.Bret Crane - 2022 - Humanistic Management Journal 7 (3):391-416.
    In a fast-paced and interconnected global economy, a crisis is an eventuality for most organizations. Leading during a crisis can be particularly challenging because a crisis can disrupt a firm’s purpose, undermine the motivation of employees, and can encourage unethical behavior. In this article, I focus on managing a crisis of purpose. I articulate a framework that elaborates ways in which leaders find and pursue ethical purposes during times of crisis and why these specific purposes motivate employees and encourage organizational (...)
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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 Academic Achievement: A Meta-Analytic Review.Ana Costa & Luísa Faria - 2018 - Frontiers in Psychology 9.
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  • The effect of emotions, promotion vs. prevention focus, and feedback on cognitive engagement.Anna Gabińska & Agata Wytykowska - 2015 - Polish Psychological Bulletin 46 (3):350-361.
    The purpose of the study was to explore the role of emotions, promotion-prevention orientation and feedback on cognitive engagement. In the experiment participants had the possibility to engage in a categorization task thrice. After the first categorization all participants were informed that around 75% of their answers were correct. After the second categorization, depending on the experimental condition, participants received feedback either about success or failure. Involvement in the third categorization was depended on participants’ decision whether to take part in (...)
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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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  • The Architecture of Personality.Daniel Cervone - 2004 - Psychological Review 111 (1):183-204.
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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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  • 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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  • High-School Teachers’ Beliefs about Effort and Their Attitudes toward Struggling and Smart Students in a Confucian Society.Shun-Wen Chen, Bih-Jen Fwu, Chih-Fen Wei & Hsiou-Huai Wang - 2016 - Frontiers in Psychology 7.
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  • Secondary Students' Writing Achievement Goals: Assessing the Mediating Effects of Mastery and Performance Goals on Writing Self-Efficacy, Affect, and Writing Achievement.Meryem Yilmaz Soylu, Mary G. Zeleny, Ruomeng Zhao, Roger H. Bruning, Michael S. Dempsey & Douglas F. Kauffman - 2017 - Frontiers in Psychology 8.
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  • The Importance of Students’ Motivation for Their Academic Achievement – Replicating and Extending Previous Findings.Ricarda Steinmayr, Anne F. Weidinger, Malte Schwinger & Birgit Spinath - 2019 - Frontiers in Psychology 10.
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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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  • The Duty to Improve Oneself: How Duty Orientation Mediates the Relationship Between Ethical Leadership and Followers’ Feedback-Seeking and Feedback-Avoiding Behavior.Sherry E. Moss, Meng Song, Sean T. Hannah, Zhen Wang & John J. Sumanth - 2020 - Journal of Business Ethics 165 (4):615-631.
    We sought to expand on the concept of the moral self to include not just the duty to develop the moral self but the moral duty to develop the self in both moral and non-moral ways. To do this, we focused on how leaders can promote a climate in which individuals feel a sense of duty to develop themselves for the betterment of the team and organization. In our theoretical model, duty orientation plays a key role in determining whether followers (...)
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  • Capitalizing on Appraisal Processes to Improve Affective Responses to Social Stress.Jeremy P. Jamieson, Emily J. Hangen, Hae Yeon Lee & David S. Yeager - 2017 - Emotion Review 10 (1):30-39.
    Regulating affective responses to acute stress has the potential to improve health, performance, and well-being outcomes. Using the biopsychosocial model of challenge and threat as an organizing framework, we review how appraisals inform affective responses and highlight research that demonstrates how appraisals can be used as regulatory tools. Arousal reappraisal, specifically, instructs individuals on the adaptive benefits of stress arousal so that arousal is conceptualized as a coping resource. By reframing the meaning of signs of arousal that accompany stress, it (...)
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  • Parental involvement and Chinese elementary students’ achievement goals: the moderating role of parenting style.Xiaoli Zong, Lifan Zhang & Meilin Yao - 2017 - Educational Studies 44 (3):341-356.
    Past research has revealed direct effects of parental involvement and parenting style on children’s achievement goals separately, however, it is necessary to investigate the interactive mechanism in an integrated way. This study examined the relations between children’s perception of different dimensions of parental involvement and their achievement goals, and the moderating role of parenting style. Participants were 614 Chinese fourth and fifth grades students. Results showed that home-based involvement was positively associated with performance-approach goals, school-based involvement was positively associated with (...)
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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 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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  • Vision-based coaching: optimizing resources for leader development.Angela M. Passarelli - 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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  • Classroom environment, achievement goals and maths performance: gender differences.Loredana Ruxandra Gherasim, Simona Butnaru & Cornelia Mairean - 2013 - Educational Studies 39 (1):1-12.
    This study investigated how gender shapes the relationships between classroom environment, achievement goals and maths performance. Seventh-grade students (N?=?498) from five urban secondary schools filled in achievement goal orientations and classroom environment scales at the beginning of the second semester. Maths performance was assessed as an average grade four months later. The results indicated gender differences in the perception of teacher and peers support, achievement goals and maths performance. The effects of goal orientations, teacher and peers support on achievement were (...)
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  • 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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  • Cheating on Exams in the Iranian EFL Context.Alireza Ahmadi - 2012 - Journal of Academic Ethics 10 (2):151-170.
    The present study aimed at investigating the status of cheating on exams in the Iranian EFL context. One hundred thirty two university students were surveyed to this end. They were selected through convenient sampling. The results indicated that cheating is quite common among the Iranian language students. The most important reasons for this behavior were found to be “not being ready for the exam”, “difficulty of the exam”, “lack of time to study” and “careless and lenient instructors”. The study also (...)
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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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  • Exploring the Relationship Between Learning Goal Orientation and Knowledge-Sharing Among Information Communication Technology Consultants: The Role of Incentive Schemes.Linpei Song, Zhuang Ma & Jun Huang - 2022 - Frontiers in Psychology 13.
    Knowledge sharing is critical for consulting companies to develop sustainable competitive advantages. While the importance of KS in the information communication technology sector has been proved, the assumed linear relationships in KS mechanisms are confronted with KS dilemmas: consultants’ intention to maximize personal gains from KS resulting in restrained KS efforts, for fear of losing value after sharing knowledge with colleagues. Drawing on motivation theory and goal orientation perspective, this study examines the roles of learning goal orientation and incentive schemes (...)
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  • Real-Time Sound and Motion Feedback for Violin Bow Technique Learning: A Controlled, Randomized Trial.Angel David Blanco, Simone Tassani & Rafael Ramirez - 2021 - Frontiers in Psychology 12.
    The production of good sound generation in the violin is a complex task that requires coordination and spatiotemporal control of bowing gestures. The use of motion-capture technologies to improve performance or reduce injury risks in the area of kinesiology is becoming widespread. The combination of motion accuracy and sound quality feedback has the potential of becoming an important aid in violin learning. In this study, we evaluate motion-capture and sound-quality analysis technologies developed inside the context of the TELMI, a technology-enhanced (...)
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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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  • 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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  • Effect of Growth Mindset on School Engagement and Psychological Well-Being of Chinese Primary and Middle School Students: The Mediating Role of Resilience.Zeng Guang, Hou Hanchao & Peng Kaiping - 2016 - Frontiers in Psychology 7.
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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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  • MOCSE Centered on Students: Validation of Learning Demands and Teacher Support Scales.Fernando Doménech-Betoret, Amparo Gómez-Artiga, Laura Abellán-Roselló & Esperanza Rocabert-Beút - 2020 - Frontiers in Psychology 11.
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