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To most people, money is a motivator, which is robustly true for salespeople. A high love of money attitude predicts university students’ poor academic performance in a business course and cheating in laboratory experiments and multiple panel studies, but money (income) itself does not predict dishonesty. Extrinsic reward undermines intrinsic motivation. Very little research has incorporated the grit construct in the sales literature and explored the relationship between grit and the love of money. Further, a growth mindset and a fixed mindset may also impact salespeople’s job performance. This study aims to explore a brand-new theoretical structural equation model (SEM) and investigate the relationships between individual characteristics (growth and fixed mindsets and grit orientation) and job performance directly and indirectly through a mediator – salespeople’s love of money attitude.

This study uses Qualtrics and collects data from 330 business-to-business (B2B) salespeople across several industries in the USA. This study uses a formative SEM model to test this study’s hypotheses.

First, there are significant correlations among grit, a growth mindset and a fixed mindset, revealing no construct duplication or redundancy. Second, both a growth mindset and grit indirectly enhance job performance through the love of money attitude – a mediator, offering a brand-new discovery. Third, counter-intuitively, a growth mindset and grit do not directly improve job performance. Fourth, grit is significantly and negatively related to the love of money attitude, adding a new twist to this study’s theoretical model. Fifth, a fixed mindset undermines job performance directly but is unrelated to the love of money. Overall, B2B salespeople’s love of money attitude (employee demand) undermines sales personnel’s self-reported job performance (organization demand) in the organization and employee’s supply and demand exchange relationship.

The findings reveal that a growth mindset, a fixed mindset and grit contribute differently to sales personnel’s love of money attitude and job performance in this study’s theoretical model. The love of money serves as a mediator. A commonly accepted belief is that money is a motivator. Money (income) itself and the love of money attitude are two separate constructs. This study’s novel discoveries provide the essential missing monetary-aspirations-to-job-performance link in the literature – ardent monetary aspiration undermines self-reported job performance. This study offers inspiration to help decision-makers make happy, healthy and wealthy decisions and improve performance.

This paper aims to explore the impact of a digital growth mindset on the academic performance of business students in China as well as the role of gender in this relationship. The study provides feasible ways to foster such a mindset to ensure quality in business education.

The paper employs a survey to examine the associations among digital growth mindset, gender and the academic performance of business students in China within the context of online learning. The authors collected data from 533 students who were enrolled in two online business courses at a Chinese university. The data were paired and analyzed through regression analysis.

The empirical results show that digital growth mindset has a positive influence on the academic performance of business students in China. The relationship is stronger for male business students than for their female counterparts.

This study is one of the first to examine the concept of digital growth mindset and its significance in Chinese business education. Through the analysis of paired data on digital growth mindset and academic performance, this study makes theoretical contributions to the literature on growth mindset, gender differences and academic success. Additionally, it has practical implications for quality assurance in business education in developing countries by offering feasible approaches to cultivate a growth mindset among students.

The purpose of this study was to examine the internalization of group-level identities held by people who are on the sex offense registry and how these influence emotions and the willingness to accept treatment. The types and consequences of identities and stigmas are often examined at the individual level, but most people belong to groups that hold collective identities that can be detected in phrases such as “we, us, our,” etc.

Longitudinal data from 2008 to 2024 was used to examine registrant’s group identities. Interviews were conducted with 115 registrants and 40 of their family members, and narrative research analysis was used to assess how participants’ levels of liminality influence why some on the registry never come to see themselves as sex criminals.

Three group-level identities were found that corresponded with varying phases of liminality. The first group had a fixed mindset, no liminality and a strong sense of self. The second group of registrants had liminoid experiences, allowing them to change the way they saw themselves over time. This group had a growth mindset that believed change was attainable. The third group exhibited fixed mindset, as they either always saw themselves as sex criminals and required no transition or came to see themselves as sex offenders post-punishment.

To the best of the authors’ knowledge, there are no studies that have examined group-level identities among people convicted of sex crimes or what the consequences of group identities have on behavior.

This study delves into the impact of an ethical mindset on the efficacy of ethical awareness within the tax profession and aims to ascertain whether the presence of an ethical mindset can account for the discrepancies in the literature and enhance the effectiveness of ethical awareness initiatives.

The research used a tax experiment involving both treatment and control groups. Both groups were presented with a tax-related scenario, with the treatment group subjected to a specific ethical awareness intervention. To gauge the participants’ ethical mindsets, they were divided into strong self-interest and mild self-interest mindset groups based on their Machiavellian scores. The analysis was conducted utilizing ANOVA to scrutinize the results.

The key findings shed light on the fact that while ethical awareness endeavors can enhance the likelihood of individuals making ethical choices in tax decisions, their effectiveness varies significantly depending on the individual’s ethical mindset. Furthermore, results show that gender affected the relationship between ethical mindset and ethical awareness effectiveness, and males with mild self-interest score reacted more to the ethical awareness intervention. Results support that individuals’ ethical mindset, measured as strong self-interest and mild self-interest, is pivotal in determining the effectiveness of ethical awareness efforts.

This study is unique because it evaluates the effect of ethical mindsets to provide a novel way to improve tax ethical awareness initiatives.

The purpose of this study is to evaluate the impact of a 10-week positive psychology course on college student stress, anxiety, self-compassion, resilience and health behaviors.

This study implemented a 10-week positive psychology program that included ten one-week modules. Each module consisted of a reading on a given positive psychology topic, a guided learning slideshow, a video to reinforce topical understanding and individual reflection or application exercises. Participants completed pre and postintervention measures, including the perceived stress scale, generalized anxiety disorder-7, self-compassion scale, brief resilience scale and wellness behavior inventory.

A total of 48 students consented to participate in the study, of which 35 completed the 10-week positive psychology online intervention as well as the pre and postsurveys (27.1% attrition rate). There were no statistically significant differences between pre and postresponses for any of the outcome scales. However, there was a trend toward a decrease in perceived stress and generalized anxiety, as well as a trend toward an increase in self-compassion and health behaviors from pre to posttest.

The main limitation of this study was design and sample size. Although it was a pilot study, future research should consider a randomized control trial, including pre and postevaluation and blind comparison group. Finally, this intervention was only implemented in the online, asynchronous format. Future research might consider comparing face-to-face, asynchronous online and synchronous online modalities.

Future implementation should include a more rigorous design, such as a comparison group with randomization as well as a larger sample size.

Given the previous effectiveness of positive psychological interventions on health behaviors, continued research may use direct measures of health behavior engagement throughout the intervention (Biber and Ellis, 2019). This study provides other researchers and practitioners with a model for utilization with middle, high and university students.

This study used open-access content that was free of charge to students to promote positive mental health and health behavior change.

This study addresses gaps in the existing literature on students' understanding of Independent Learning (IL), whilst exploring the link between levels of IL, growth mindset, motivated strategies for learning and academic performance.

Three hundred and eighty-six university students recruited via opportunistic sampling completed an online survey to measure: understanding and level of IL, Motivated Strategies for Learning (MSL) (Duncan and McKeachie, 2005) and growth mindset (Dweck, 2000). Interaction with the university Virtual Learning Environment (VLE) and academic grades were also measured. A correlational design was implemented, and a Spearman Rho was calculated to explore the relationship between level of IL, MSL and growth mindset. A between-subjects design using independent measures t-test was employed to determine the significance of any difference in level of IL and VLE engagement according to academic grade.

Whilst most students: considered themselves an IL and understood what IL was, the majority erroneously believed it meant learning alone or without help. Level of IL, however, was positively associated with motivational beliefs (self-efficacy and mindset), cognitive strategies (rehearsal, elaboration, organisation and critical thinking), and metacognitive strategies (time management and self-regulation). Further, those with grades A-C scored significantly higher than those with grades D and below on cognitive strategies (elaboration and organisation). Those attaining higher grades also interacted with the VLE significantly more frequently and regularly than those attaining lower grades.

This study adds to the existing literature by highlighting the positive relationship between level of IL, MSL, mindset and academic achievement. It also addresses the under-explored potential for VLE engagement in predicting grades amongst on-campus courses. Given that cognitive strategies and VLE engagement differentiate the high and low achievers, interventions to develop such skills may enhance academic achievement.

Leadership is key to building a culture of continuous learning within organizations. This study aims to explore the pivotal role of leadership in creating a culture of constant learning within organizations by bibliometric and content analysis. It also introduces propositions and frameworks that emphasize the importance of fostering a growth mindset, encouraging knowledge sharing, promoting learning agility and leveraging technology to support lifelong development.

Using data from the Web of Science Core Collection, the author performed a complete analysis of publication features, collaboration networks and keywords in the field using VOSviewer software. Furthermore, drawing on social cognitive theory, this paper also presents propositions that integrate key concepts and strategies for fostering a culture of learning.

The data shows a large increase in publications on leadership and organizational learning, particularly since 2000, indicating an increasing interest and importance in this field. The author proposes leaders who demonstrate a commitment to continuous improvement and invest in learning resources empower their teams to embrace new challenges and explore innovative solutions. By fostering a culture of learning, organizations can enhance employee engagement, foster creativity and innovation and adapt more effectively to changing market dynamics.

This study offers a unique perspective on the role of leadership in driving learning and development initiatives. By implementing the principles, organizations can create a competitive advantage by cultivating a workforce that is agile, resilient and equipped to thrive in an ever-changing world.

This paper aims to examine the direct impacts of marketing resources and marketing activities on several business performance indicators in the banking industry and the indirect effects through customer-based brand equity.

We use a holistic empirical approach based on resource-based view and marketing productivity chain. The main study consists of a secondary analysis using quarterly data of fourteen banks over four years. We analyze the data using fixed-effect panel data regression, namely seemingly unrelated regressions.

We find that customer-based brand equity is one of the most influential factors on business performance. Moreover, the indirect effect through customer-based brand equity should be considered in improving business performance. Marketing-related financial resources positively impact customer-based brand equity and business performance. Regarding marketing activities, pricing strategies affect the bank preferences of customers, which in turn affect the growth of deposit volumes and churn rates. Additionally, the number of bank branches positively impacts business performance. Advertising spending on different media has differentiated impacts on the performance indicators; thus, the allocation of advertising budget and advertising planning are critical.

This study examines the inter-relationships among marketing resources, marketing activities, consumer response through brand equity and marketing performance. This study contributes to the literature by integrating the resource-based view and the marketing productivity chain to analyze the inter-relationships using panel data and several sector-related metrics. This study provides valuable insights to decision-makers in the banking industry.

Proposing a strengths-based perspective for innovative work behaviour (IWB), the purpose of this paper is to explore character strengths (CS) as antecedents to IWB. Extending the literature and operating in the framework of positive organisational behaviour, this paper considers creative self-efficacy a crucial link between CS and IWB. The role of growth mindset and learning organisation in facilitating IWB, presented as a conceptual model, contributes to the theory in this field, aiding in developing an overarching theory to understand IWB.

A narrative literature review was performed on the CS, IWB and positive organisational behaviour literature to adapt theories and develop propositions for the conceptual model.

This paper develops a conceptual framework proposing direct relationships between CS and IWB. This study posits creative self-efficacy (CSE) as the mediator between this relationship and growth mindset, learning organisation as the moderators for the link between CS and CSE and CSE and IWB.

The paper presents a conceptual framework focusing on the positive personality traits of employees, precisely their CS. This study explores how leveraging these strengths can enhance their capacity for IWB. The suggested model also prompts additional research in understanding IWB.

To the best of the authors’ knowledge, the conceptual framework proposed is the first to explore the diverse individual differences factors and the role of contextual facilitation in enhancing employees’ IWB. This study contributes to the growing field of positive organisational behaviour and assists HR managers in tapping into employees’ internal resources. This paper’s theoretical and practical discourse can inspire future research and encourage a strengths-based view of workplace processes.

Technostress reduces employees' work performance and increases their turnover intentions, such that technostress harms organizations' success. This paper investigates how the digital mindset of employees, reflecting their cognitive filter while using digital technologies, influences reactions to techno-stressors.

In this quantitative study, the authors conducted a survey among 151 employees who regularly use digital technologies and encounter various techno-stressors in their daily work. To build this research model and evaluate the influence of employees’ digital mindset on technostress, the authors followed arguments from the transactional model of stress. The authors evaluated our research model using the covariance-based structural equation model.

The study findings reveal that employees’ digital mindset influences technostress. Employees with high levels of digital mindset react with less adverse effects on perceived techno-stressors. Further, the authors find that employees with high levels of digital mindset perform well and are satisfied with their job. The authors contribute to technostress research by revealing that digital mindset buffers the adverse effects of techno-stressors. The authors also contribute to research on digital mindset by showing that it influences psychological and behavioral reactions to techno-stressors.

This study develops and empirically tests an integrated model of technostress to explain how digital mindset mitigates technostress. The study findings outline relevant research avenues for studies investigating employees’ characteristics and technostress.