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Building on the broaden-and-build theory and incorporating a self-regulatory perspective, this study examines the relationship between trait gratitude and subjective career success and investigates the mediating roles of growth mindset of work and career network breadth.

Time-lagged data were collected in three waves from a sample of 314 employees in China. Hypotheses were tested using structural equation modeling.

The findings demonstrate that trait gratitude is positively related to SCS, mediated by growth mindset of work as an indicator of psychological resources and career network breadth as an indicator of social resources. Trait gratitude is more strongly associated with network breadth (i.e., social resources) than with growth mindset (i.e., psychological resources).

Organizations may find trait gratitude an applicable addition to the selection criteria during the recruitment process.

By identifying trait gratitude as an antecedent of SCS and revealing its underlying mechanisms, the current study points to a new perspective on the study of career success.

The purpose of this paper is to analyze whether and how employees’ proactive personality is related to work engagement. Drawing on job demands-resources theory, the study proposes that this relationship is moderated by a three-way interaction between proactive personality × transformational leadership × growth mindset.

The study is based on survey data from 259 employees of an internationally operating high-tech organization in the Netherlands.

In line with prior studies, support is found for positive significant relationships of proactive personality and transformational leadership with engagement. Additionally, transformational leadership is found to moderate the relationship between proactive personality and work engagement, but only when employees have a growth mindset.

The study advances the literature that investigates the proactive personality-engagement relationship. Specifically, this study is the first to examine a possible three-way interaction that may deepen the insights for how proactive personality, transformational leadership and growth mindset interact in their contribution to work engagement.

The purpose of this paper is to use recent empirical research and theory to help explain how a manager may assume a coaching role to assist employee learning and growth. In the coaching role, performance appraisal and other information may be carefully used as feedback to reinforce growth mindset learning in the service of employee development and engagement in work tasks and in the organization.

Aided by search devices (Psych Articles, Google Scholar, etc.), this study explored several distinct areas of information to include: manager-as-coach, performance management/appraisal, engagement with work, mindsets – fixed and growth, feedback and self-regulation of learning. Across these domains, this study searched for linkages useful in guiding managers to assist employees to learn and change.

Coaching employees to embrace a growth mindset and one’s self-regulation of learning has been expressed as a means to improve performance, resiliency, persistence, ability to cope with change and motivation.

Explicit, grounded recommendations are offered to assist managers to guide employees to embrace a growth mindset and take charge of their own learning and development.

Through examination and coordination of streams of research and theory, the study are able to make reasonably clear some avenues for a manager to attempt to positively influence employee confidence, learning, success and growth.

The purpose of this paper is to explore the ways a manager in a coaching role may influence employees to embrace a learning orientation based upon the growth mindset. Conceptual in nature, this paper uses recent research, interpretations, explanations and suggestions to propose how manager-as-coach can informally and formally apply basic interventions to assist employee learning and change.

Based upon a review of relevant literature of theory and practice using several search tools, the authors have isolated a few critical areas to explore to include role of the coach, performance appraisal – the stimulus for manager-as-coach interaction with an employee, feedback orientation and environment, the growth mindset and learning orientation and the dynamics of self-regulated learning. Information from these areas is integrated to inform practitioners of approaches to take in a manager-as-coach role.

Included for each of the main segments presented are specific, practitioner “Commitment advice/action agendas” for manager-as-coach to stimulate and guide employee learning. These agendas contribute sound, practical information to the body of information concerned with manager-as-coach.

A contribution this work makes is to propose how learning orientation and the growth mindset are intertwined to the extent they assist the manager-as-coach supply the motivational support for employee learning. The resultant learning may lead to one or more of: improved work performance, individual development, attitudes toward learning and increased employee commitment or engagement.

Drawing on the work design growth model (WDGM), this paper aims to explore the relationship between job complexity and employee creativity through feedback-seeking and the moderating effect of team leaders with a growth creative mindset.

The authors used an online survey to test the hypotheses. Data was collected in three waves from 74 supervisors and 349 paired employees in China.

Job complexity had a positive association with employees’ feedback-seeking, which further linked to employee creativity. This indirect effect was stronger in work teams with leaders endorsing a growth creative mindset.

Job complexity has become prevalent in organizations today. Taking daily complexity as a resource for nurturing employee creativity may balance organizations’ costs on formal training and give them more initiatives in long-term development. In addition, as the growth creative mindset is relatively easy to assess and change, it may bring insights in terms of creativity development.

By empirically testing the behavioural mechanism of WDGM, the learning and development perspective of work design offers a new explanation of the relationship between job complexity and employee creativity. The authors further extend WDGM by identifying leaders’ growth creative mindset to be a boundary condition.

As a cornerstone of team performance, learning depends on each member’s mindset. Drawing on implicit theories of intelligence, the purpose of this study is to investigate the relationships among individual members’ mindsets and shared leadership (SL) behaviors in design teams and the mediation role of team growth mindset (TGM) on that relationship.

The authors analyzed survey results based on individuals who participated in an international design competition. To test the hypothesized model, the data was analyzed by using SEM using Mplus 7.

The results indicated that an individual growth mindset (IGM; but not an individual-fixed mindset) has significant and positive direct effects on a team growth mindset and SL behaviors. In addition, a TGM mediates the relationship between an IGM and SL.

The research discusses several theoretical and practical implications for human resource development professionals and scholars to improve understanding of a TGM and its influence on individual mindsets and SL behaviors.

Although flexible work arrangements (FWAs) are widely regarded as a desirable employee benefit, questions remain about which factors drive (or attenuate) applicant attraction to them. The authors offer a novel theoretical account by advancing the concept of lay theories (i.e. mindsets) around an individual's ability to juggle work and life responsibilities, defined as beliefs that the ability to juggle is either malleable (i.e. growth) or cannot be changed (i.e. fixed), which suggests greater efficacy increases attraction.

Utilizing an experimental policy-capturing design, 86 participants each rated a series of 64 job offers (N = 5,376) with several manipulated job attributes. Participants were randomly assigned into a growth or fixed mindset condition.

Multilevel regressions revealed that a growth (vs fixed) mindset caused participants to place greater weight on flexible work scheduling policies by reporting greater attraction to jobs with flexible arrangements.

Organizations may increase applicant attraction by taking steps to ensure that the value of work–life benefits is salient, such as offering concrete examples of how policies have been used.

This study questions the assumption that those who need flexibility are more attracted to FWAs and demonstrates that beliefs around one's ability to juggle work–life demands are a unique mechanism shaping applicant attraction.

This study aims to explore the relationship between principals’ performance on the Pennsylvania Framework for Leadership evaluation tool and the corresponding self-reported degree of self-efficacy and growth mindset.

The data analysis involved linear regression of principal performance on principals’ mindset, moral leadership self-efficacy and instructional self-efficacy scores. Additionally, correlation matrices identified the presence and direction of relationships between self-efficacy levels and the degree of growth mindset reported by principals.

The results demonstrated a positive association between principals’ instructional self-efficacy reports and their overall performance evaluation. Alternatively, both growth mindset and moral leadership self-efficacy evidenced a negative association. There was no association reflected between growth mindset and either the overall self-efficacy measure or the sub-scale self-efficacy measures. A secondary relationship revealed a negative association between school performance profile and growth mindset. This relationship held true in subsequent regression analyses.

The study adds to the limited research available on examining the relationship between principals’ self-efficacy levels and their performance ratings on a common tool.

Academic advisors are an invaluable and steadfast component of leadership students’ higher education experience (Hunter & White, 2004; Mann, 2020; Museus, 2021; Spratley, 2020). Yet, given the myriad student paths and preferences, advising calls for flexibility, commitment, and personalization. Applying growth mindset and design thinking to the academic advising process in leadership education may help advisors meet the diverse needs of their students, integrating theory and practice. Notably, growth mindset and design thinking are linked to overall motivation, confidence, and problem-solving (Dweck, 2015; Hochanadel & Finamore, 2015; Mann, 2020), allowing students to take ownership over and actively engage with their academic advising experience. Therefore, two advising manuals (i.e., a student manual and a faculty manual) were generated to incorporate growth mindset and design thinking-based approaches to the advising experience within leadership education. The manuals were implemented into various advising situations for data collection and feedback. Findings revealed an overall favorable opinion of the manual and guidance for further implementation within the advising process. The two manuals presented in the current paper provide leadership education students, academic advisors, and departments with various tools to enhance and guide their undergraduate student experience.

The purpose of this paper is to explore perspectives of secondary (9–12) teachers on how to sustain growth mindset concepts within instructional practices as well as identifying barriers to sustainment.

This study employed an exploratory case study to obtain the lived experiences of participants. An inductive analysis process was utilized on the data collected through structured interviews and a semi-structured focus group.

Four major themes emerged from an in-depth analysis process: embed growth mindset practices in daily classroom instruction, communicate verbal affirmations and implement growth mindset learning tasks, allow students to experience academic successes and failures and teachers should receive continual support.

The study was limited to secondary grades (9–12). Therefore, it is recommended to expand the study to grades K-8.

Due to a gap in the literature, this study provided insights into sustaining an innovative psychological approach, growth mindset, within academic instruction. Growth mindset concepts have been supported through the work of seminal researcher Carol Dweck and other prevalent educational researchers (e.g. Robert Marzano) to provide teachers with effective classroom instructional practices that can academically progress students.