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https://www.readbyqxmd.com/read/29781806/the-need-for-understanding-and-engaging-the-patient-as-consumer-of-products-developed-by-neural-engineering
#1
Jennifer French, J Luis Lujan, Dawn Bardot, Emily Lauren Graczyk, Allison Hess-Dunning, Ronald J Triolo, Megan Moynahan, Winny Tan, Adeline Zbrzeski
Neural Engineering is a discipline at the intersection of neuroscience, engineering, and clinical care. Recent major efforts by government and industry aimed at bringing forth personalized therapies, increasing the potential of the neural engineering industry for future growth, eg. the National Institutes of Health (NIH) Brain Research through Advancing Innovative Neurotechnologies (BRAIN) Initiative and Stimulating Peripheral Activity to Relieve Conditions (SPARC) Common Fund Program, the Defense Advanced Research Projects Agency (DARPA) Electrical Prescriptions (ElectRx) and Systems-Based Neurotechnology for Emerging Therapies (SUBNETS) Programs, and the GlaxoSmithKline Bioelectric Medicines Initiative...
May 21, 2018: Journal of Neural Engineering
https://www.readbyqxmd.com/read/29781636/exploring-the-affective-impact-boundary-conditions-and-antecedents-of-leader-humility
#2
Lin Wang, Bradley P Owens, Junchao Jason Li, Lihua Shi
In this article, the authors further develop the theory of leader humility by exploring the affective impact, a vital boundary condition, and the antecedents of leader humility. Specifically, they (a) theorize how leader humility can enhance followers' performance by increasing their relational energy and decreasing their emotional exhaustion, (b) test perceived leader power in the organization as an important boundary condition of leader humility effectiveness, and (c) establish leader's incremental theory of the self (i...
May 21, 2018: Journal of Applied Psychology
https://www.readbyqxmd.com/read/29700829/teacher-beliefs-about-the-aetiology-of-individual-differences-in-cognitive-ability-and-the-relevance-of-behavioural-genetics-to-education
#3
Madeline Crosswaite, Kathryn Asbury
BACKGROUND: Despite a large body of research that has explored the influence of genetic and environmental factors on educationally relevant traits, few studies have explored teachers' beliefs about, or knowledge of, developments in behavioural genetics related to education. AIMS: This study aimed to describe the beliefs and knowledge of UK teachers about behavioural genetics and its relevance to education, and to test for differences between groups of teachers based on factors including years of experience and age of children taught...
April 26, 2018: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/29527360/science-possible-selves-and-the-desire-to-be-a-scientist-mindsets-gender-bias-and-confidence-during-early-adolescence
#4
Patricia Wonch Hill, Julia McQuillan, Eli Talbert, Amy Spiegel, G Robin Gauthier, Judy Diamond
In the United States, gender gaps in science interest widen during the middle school years. Recent research on adults shows that gender gaps in some academic fields are associated with mindsets about ability and gender-science biases. In a sample of 529 students in a U.S. middle school, we assess how explicit boy-science bias, science confidence, science possible self (belief in being able to become a scientist), and desire to be a scientist vary by gender. Guided by theories and prior research, we use a series of multivariate logistic regression models to examine the relationships between mindsets about ability and these variables...
June 2017: Social Sciences
https://www.readbyqxmd.com/read/29517252/what-happens-after-prejudice-is-confronted-in-the-workplace-how-mindsets-affect-minorities-and-women-s-outlook-on-future-social-relations
#5
Aneeta Rattan, Carol S Dweck
Organizations are increasingly concerned with fostering successful diversity. Toward this end, diversity research has focused on trying to reduce prejudice and biased behavior. But what happens when prejudice in the workplace inevitably occurs? Research also needs to focus on whether recovery and repair of social relations after expressions of prejudice are possible. To begin investigating this question, we develop a new framework for understanding reactions to prejudice in the workplace. We hypothesized that when women and minorities choose to confront a prejudiced comment in a workplace interaction (vs...
March 8, 2018: Journal of Applied Psychology
https://www.readbyqxmd.com/read/29471669/optimizing-stress-responses-with-reappraisal-and-mindset-interventions-an-integrated-model
#6
Jeremy P Jamieson, Alia J Crum, J Parker Goyer, Marisa E Marotta, Modupe Akinola
The dominant perspective in society is that stress has negative consequences, and not surprisingly, the vast majority of interventions for coping with stress focus on reducing the frequency or severity of stressors. However, the effectiveness of stress attenuation is limited because it is often not possible to avoid stressors, and avoiding or minimizing stress can lead individuals to miss opportunities for performance and growth. Thus, during stressful situations, a more efficacious approach is to optimize stress responses (i...
May 2018: Anxiety, Stress, and Coping
https://www.readbyqxmd.com/read/29384834/mindsets-may-matter-in-nursing-education
#7
Cheryl A Williams
Nursing education needs innovative and effective teaching models that are easily conveyed and economical. Dweck's mindset model harnesses the predictive power of noncognitive factors such as motivation, perseverance, effort, and academic tenacity to shape the learner's perceptions of intelligence for competency development. All individuals possess perceptions of intelligence; however, the mindset model demonstrates the immense potential associated with endorsement of the growth mindset and student success.
January 30, 2018: Nursing Education Perspectives
https://www.readbyqxmd.com/read/29378750/trust-growth-mindset-and-student-commitment-to-active-learning-in-a-college-science-course
#8
Andrew J Cavanagh, Xinnian Chen, Meghan Bathgate, Jennifer Frederick, David I Hanauer, Mark J Graham
There is growing consensus regarding the effectiveness of active-learning pedagogies in college science courses. Less is known about ways that student-level factors contribute to positive outcomes in these contexts. The present study examines students' ( N = 245) trust in the instructor-defined as perceptions of their instructor's understanding, acceptance, and care-and students' attitudes toward learning within an anatomy and physiology course featuring active learning. Analyses indicate that student trust of instructor and students' views of their own intelligence are both associated with student commitment to, and engagement in, active learning...
2018: CBE Life Sciences Education
https://www.readbyqxmd.com/read/29373496/the-neuroscience-of-growth-mindset-and-intrinsic-motivation
#9
REVIEW
Betsy Ng
Our actions can be triggered by intentions, incentives or intrinsic values. Recent neuroscientific research has yielded some results about the growth mindset and intrinsic motivation. With the advances in neuroscience and motivational studies, there is a global need to utilize this information to inform educational practice and research. Yet, little is known about the neuroscientific interplay between growth mindset and intrinsic motivation. This paper attempts to draw on the theories of growth mindset and intrinsic motivation, together with contemporary ideas in neuroscience, outline the potential for neuroscientific research in education...
January 26, 2018: Brain Sciences
https://www.readbyqxmd.com/read/29359330/social-dominance-orientation-moderates-the-effectiveness-of-mindset-messages
#10
Crystal L Hoyt, Rachel B Forsyth, Jeni L Burnette
In this work, we examine whether differences in social dominance orientation (SDO) moderate the effectiveness of mindsets of intelligence messages. We suggest that SDO is a foundational ideological belief system, on which individuals vary, that maintains the desire to endorse fixed beliefs about the nature of human intelligence. Thus, attempts to change individuals' mindsets should be met with resistance from those who strongly endorse the social dominance ideology - individuals high on SDO. In contrast, individuals low on SDO are less likely to use mindsets of intelligence to justify an ideological belief system, and thus, mindset manipulations should be effective for them...
April 2018: British Journal of Social Psychology
https://www.readbyqxmd.com/read/29331059/neuroanatomical-correlates-of-grit-growth-mindset-mediates-the-association-between-gray-matter-structure-and-trait-grit-in-late-adolescence
#11
Song Wang, Jing Dai, Jingguang Li, Xu Wang, Taolin Chen, Xun Yang, Manxi He, Qiyong Gong
There is a long-standing interest in exploring the factors related to student achievement. As a newly explored personality trait, grit is defined as a person's tendency to pursue long-term goals with continual perseverance and passion, and grit plays a critical role in student achievement. Increasing evidence has shown that growth mindset, the belief that one's basic abilities are malleable and can be developed through effort, is a potential factor for cultivating grit. However, less is known about the association between grit and the brain and the role of growth mindset in this association...
April 2018: Human Brain Mapping
https://www.readbyqxmd.com/read/29180910/research-during-medical-school-is-it-particularly-difficult-in-developing-countries-compared-to-developed-countries
#12
REVIEW
Manjunath Siddaiah-Subramanya, Harveen Singh, Kor Woi Tiang
Objectives: Medical student involvement in research has been declining over the years. We reviewed the factors that hinder participation in research with a focus on developing countries. Methods: Literature search was performed using PubMed, MEDLINE and Cochrane Library. Peer-reviewed articles published between 1995 and 2017 were screened for relevance to identify key factors affecting medical student involvement in research with a particular focus on developing world...
2017: Advances in Medical Education and Practice
https://www.readbyqxmd.com/read/29066986/the-mediating-effect-of-self-efficacy-in-the-connections-between-strength-based-parenting-happiness-and-psychological-distress-in-teens
#13
Daniel J Loton, Lea E Waters
Preliminary studies of s trength-based parenting (SBP), a style of parenting that seeks to build strengths knowledge and strengths use in one's child, have reported benefits such as higher life satisfaction, subjective wellbeing, and positive emotions together with lower stress in children and teens. Two proximal mediators conveying these effects have been identified: teen's own use of strengths and strength-based coping, along with a small moderating effect of growth mindsets relating to strengths. The current study tests the potential mediating effect of self-efficacy, a sense of agency in life, in the relationship between SBP and mental health (wellbeing and illbeing) in teens...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28983267/teacher-mindsets-concerning-the-malleability-of-intelligence-and-the-appraisal-of-achievement-in-the-context-of-feedback
#14
Emmy De Kraker-Pauw, Floryt Van Wesel, Lydia Krabbendam, Nienke Van Atteveldt
The pedagogical beliefs (e.g., beliefs or "mindsets" concerning the malleability of intelligence) that teachers hold may have a far-reaching impact on their teaching behavior. In general, two basic mindsets can be distinguished with regard to the malleability of intelligence: fixed (entity) and growth (incremental). In this article, we present two studies investigating the associations between teachers' mindset and (1) their appraisal of students' achievements and (2) the feedback they provide. Study 1 focuses on the associations between mindset and appraisal...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28960257/an-online-growth-mindset-intervention-in-a-sample-of-rural-adolescent-girls
#15
Jeni L Burnette, Michelle V Russell, Crystal L Hoyt, Kasey Orvidas, Laura Widman
BACKGROUND: Students living in rural areas of the United States exhibit lower levels of educational attainment than their suburban counterparts. Innovative interventions are needed to close this educational achievement gap. AIMS: We investigated whether an online growth mindset intervention could be leveraged to promote academic outcomes. SAMPLE: We tested the mindset intervention in a sample of 222 10th-grade adolescent girls (M age = 15...
September 27, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28921523/a-single-session-growth-mindset-intervention-for-adolescent-anxiety-and-depression-9-month-outcomes-of-a-randomized-trial
#16
Jessica Schleider, John Weisz
BACKGROUND: Single-session interventions (SSIs) show promise in the prevention and treatment of youth psychopathology, carrying potential to improve the scalability and accessibility of youth psychological services. However, existing SSIs have conferred greater benefits for youths with anxiety, compared to depression or comorbid problems, and their effects have generally waned over time - particularly for follow-ups exceeding 3 months. METHOD: To help address these discrepancies, we tested whether a novel SSI teaching growth mindset of personality (the belief that personality is malleable) could reduce depression and anxiety and strengthen perceived control in high-risk adolescents (N = 96, ages 12-15)...
February 2018: Journal of Child Psychology and Psychiatry, and Allied Disciplines
https://www.readbyqxmd.com/read/28905371/the-origins-of-children-s-growth-and-fixed-mindsets-new-research-and-a-new-proposal
#17
Kyla Haimovitz, Carol S Dweck
Children's mindsets about intelligence (as a quality they can grow vs. a trait they cannot change) robustly influence their motivation and achievement. How do adults foster "growth mindsets" in children? One might assume that adults act in ways that communicate their own mindsets to children. However, new research shows that many parents and teachers with growth mindsets are not passing them on. This article presents a new perspective on why this is the case, and reviews research on adult practices that do instill growth mindsets, concluding that a sustained focus on the process of learning is critical...
November 2017: Child Development
https://www.readbyqxmd.com/read/28904648/metacognition-modules-a-scaffolded-series-of-online-assignments-designed-to-improve-students-study-skills
#18
Jean A Cardinale, Bethany C Johnson
Many first-year biology students begin college with high aspirations but limited skills in terms of those needed for their success. Teachers are increasingly focused on students' lack of metacognitive awareness combined with students' inability to self-regulate learning behaviors. To address this need, we have designed a series of out-of-class assignments to provide explicit instruction on memory and learning. Our metacognition modules consist of six video assignments with reflective journaling prompts, allowing students to explore the relationship between the learning cycle, neuroplasticity, memory function, expert and novice thinking, and effective study strategies...
2017: Journal of Microbiology & Biology Education: JMBE
https://www.readbyqxmd.com/read/28889203/do-growth-mindsets-in-math-benefit-females-identifying-pathways-between-gender-mindset-and-motivation
#19
Jessica L Degol, Ming-Te Wang, Ya Zhang, Julie Allerton
Despite efforts to increase female representation in science, technology, engineering, and mathematics (STEM), females continue to be less motivated to pursue STEM careers than males. A short-term longitudinal study used a sample of 1449 high school students (grades 9-12; 49% females) to examine pathways from gender and mindset onto STEM outcomes via motivational beliefs (i.e., expectancy beliefs, task value, and cost). Mindset, motivational beliefs, and STEM career aspirations were assessed between the fall and winter months of the 2014-2015 school year and math grades were obtained at the conclusion of the same year...
September 9, 2017: Journal of Youth and Adolescence
https://www.readbyqxmd.com/read/28805440/do-rewards-reinforce-the-growth-mindset-joint-effects-of-the-growth-mindset-and-incentive-schemes-in-a-field-intervention
#20
Melody Manchi Chao, Sujata Visaria, Anirban Mukhopadhyay, Rajeev Dehejia
The current study draws on the motivational model of achievement which has been guiding research on the growth mindset intervention (Dweck & Leggett, 1988) and examines how this intervention interacts with incentive systems to differentially influence performance for high- and low-achieving students in Indian schools that serve low-SES communities. Although, as expected, the growth mindset intervention did interact with incentive systems and prior achievement to influence subsequent academic performance, the existing growth mindset framework cannot fully account for the observed effects...
October 2017: Journal of Experimental Psychology. General
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