Research updates on mindset, motivation, progress, wisdom
Below you will find an ordered overview of research updates from the past 3 months. The links point to 100 - 200 word summaries of the studies. They are in Dutch. To read them in English, use the translate button (upper right).
I. Mindset theory ( read more )
| No. | Link | Resume | Keywords |
| 1 | Link | This study by Crum et al. (2023) shows that a short mindset intervention through a video can reduce worry about side effects and vaccination hesitation without hiding information. | mindset intervention, vaccination hesitation |
| 2 | Link | This study by Hoyt et al. (2022) shows that growth mindsets reduce the stigmatization of people living in poverty and reduce the attribution of economic inequality to individual factors. | growth mindsets, poverty stigma |
| 3 | Link | This study by Tao et al. (2022) shows that freshmen with a growth mindset are less prone to mental health problems and stress than those with a fixed mindset. | growth mindset, mental health
|
| 4 | Link | This study by Lai et al. (2022) shows that a growth mindset in Chinese adolescents after two years is linked to reduced levels of anxiety and depression, with smartphone use playing a mediating role. | growth mindset, anxiety/depression
|
| 5 | Link | This study by Rattan et al. (2023) shows that people who confront prejudices with a growth mindset approach experience fewer negative reactions. | growth mindset approach, biases
|
| 6 | Link | Hoyt et al. (2023) showed that a growth mindset in white Americans correlates with a more positive intention for interracial contact, partly due to more positive expectations and reduced intergroup anxiety. | growth mindset, interracial contact |
| 7 | Link | This study by Carroll et al. (2023) shows that adolescents' expectations of success in math influence their actual achievement, with boys from families of low socioeconomic status being most affected, and school context and gender stereotypes also playing a role in this to play. | expectations, math performance
|
II. Progress ( read more )
| No. | Link | Resume | Keywords |
| 8 | Link | Despite the media focus on conservatism, research shows that the Netherlands is predominantly progressive, even if some right-wing parties have adopted more progressive positions. | progressive, conservatism
|
| 9 | Link | Research by Hagmann et al. (2023) argues that focusing on individual behavior for societal challenges can divert attention from necessary systemic reforms. | individual behaviour, systemic reforms
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| 10 | Link | Mastroianni & Gilbert (2023) show that people mistakenly believe that society is deteriorating morally, while this is probably due to the negativity bias, providing insight into improving social cohesion. | moral perception, negativity bias
|
| 11 | Link | Huang & Aaker (2019) show that seeing goals as a journey (rather than a destination) helps people to sustain their goal-directed behavior longer. | goals like journey, perseverance
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| 12 | Link | Frequent negative feedback can be demotivating, but a reminder of the achievability of the goal can lessen this effect. | negative feedback, feasibility reminder
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| 13 | Link | People sometimes think they are making more progress than they actually are; a combination of subjective and objective measurements is recommended. | overestimating progress, subjective-objective |
III. Self-determination theory ( read more )
| No. | Link | Resume | Keywords |
| 14 | Link | The study by Tessier et al. (2023) shows that teenagers who experience their parents as controlling value extrinsic values more highly, while teenagers whose parents have a chaotic parenting style develop values that are less in line with those of their parents. | parental style, teen values
|
| 15 | Link | Benita et al. (2023) showed that autonomic goal motivation and integrative emotion regulation have positive effects on goal progression and well-being, while controlled goal motivation has negative effects. | autonomous motivation, emotion regulation
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| 16 | Link | Mogata et al. (2022) showed that autonomy support of managers and self-directed working contribute to satisfaction and better work performance. | Autonomy support, self-directed working |
| 17 | Link | Haw & King (2023) showed that needs-supportive leadership and education increases teacher and student engagement and motivation. | needs-support, involvement |
| 18 | Link | Collie & Martin (2023) showed that teachers with a stronger initial connection with students experience a greater drop in well-being, but maintaining this connection is crucial for their well-being throughout the school year. | starting connection, teacher well-being
|
| 19 | Link | The study by Spypré et al. (2023) showed that secondary school teachers adapted their teaching style to the giftedness of students, with a fixed mindset leading to controlling and chaotic styles, and experience in gifted education to more autonomy support. | educational style, giftedness
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| 20 | Link | Martela & Steger's (2023) study examined the three aspects of 'meaning in life' – meaning, purpose and coherence – and found strong psychometric support for their distinction with new measures. | meaning of life, psychometric support |
| 21 | Link | The study by Reyes et al. (2023) showed that materialism in the workplace causes burnout in Chilean workers by frustrating basic psychological needs, suggesting that promoting intrinsic goals can reduce burnout. | materialism, burnout |
IV. bias ( read more )
| No. | Link | Resume | Keywords |
| 22 | Link | Wibowo & Sianipar (2023) showed that neuroticism reduces life satisfaction, with this relationship reinforced by negative feelings, especially with a high negativity bias. | Neuroticism, life satisfaction |
| 23 | Link | Tissera et al. (2023) showed that people often think that others like them less than they really do, regardless of their degree of adaptability. | Self-underestimation, social perception
|
V. Wisdom ( read more )
| No. | Link | Resume | Keywords |
| 24 | Link | Ardelt & Sharma (2023) showed that wiser organizations increase employee well-being, which contributes to the long-term success of the organization. | Wisdom, organization success
|
| 25 | Link | Orvell et al. (2023) showed that self-distancing helps vulnerable individuals cope with negative experiences, resulting in fewer long-term depressive symptoms. | Self-distancing, resilience |
| 26 | Link | Lau & Tov (2023) showed that the effectiveness of strategies for finding meaning in negative experiences depends on the emotional intensity of the experience. | Meaning strategies, emotional intensity |
VI. Other/div
| No. | Link | Resume | Keywords |
| 27 | Link | Kjærgaard et al. (2023) show that gradeless learning can increase students' motivation without affecting their later academic performance. | Gradeless learning, motivation |
| 28 | Link | Soicher & Becker-Blease (2023) show that self-generated 'utility value interventions' in education are more effective than directly communicated interventions, especially with diverse student groups. | Self-generated, educational interventions |
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