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1 – 10 of over 16000Pramod Iyer, Atanas Nik Nikolov, Geoffrey T. Stewart, Rajesh V. Srivastava and Thomas Tang
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…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Originality/value
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.
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Addison Sellon, L.J. McElravy and Hannah Sunderman
Academic advisors are an invaluable and steadfast component of leadership students’ higher education experience (Hunter & White, 2004; Mann, 2020; Museus, 2021; Spratley, 2020)…
Abstract
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.
Kristen Justus, Vishal Arghode and David Barker
This study aims to explore the relationship between principals’ performance on the Pennsylvania Framework for Leadership evaluation tool and the corresponding self-reported degree…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Originality/value
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.
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Maria Jorif and Cheryl Burleigh
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…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Research limitations/implications
The study was limited to secondary grades (9–12). Therefore, it is recommended to expand the study to grades K-8.
Originality/value
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.
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Tae Kyung Kouzes and Barry Z. Posner
The purpose of this paper is to focus on exploring the link between managers’ mindset (fixed vs growth) and their choice of leadership behaviors.
Abstract
Purpose
The purpose of this paper is to focus on exploring the link between managers’ mindset (fixed vs growth) and their choice of leadership behaviors.
Design/methodology/approach
The sample was drawn from a proprietary database provided by a global organization that offers 360-degree online leadership surveys. Individuals in management positions provided an assessment of their mindset orientation as well as how often they engaged in various leadership behaviors.
Findings
Growth-minded managers consistently displayed more frequent use of leadership behaviors than did their fixed mindset counterparts; and this relationship was independent of demographic or organizational factors.
Research limitations/implications
The findings are consistent with previous mindset research but prominently extend those results to managers in corporate settings; and supports previous research regarding the limited influence of demographic and organizational factors on both mindset and leadership.
Practical implications
Managers’ mindsets influence how much they engage in various leadership behaviors, and improving leadership competencies is more likely to occur when managers hold a growth mindset that abilities can be developed through effort as compared to fixed mindset managers who believe that abilities are inherent and unchangeable. The mindset of managers is predictive of the behavioral choices they make about exercising leadership, and has practical significance since studies have shown that managers are generally more effective in direct relationship to how often they are seen as engaging in leadership.
Originality/value
This study extends the significance of mindset from the educational to the corporate environment, using a robust sample of managers, and finding that the relationship between mindset and leadership is independent of various demographic and organizational characteristics.
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Xiangju Meng, Zhenfang Hu and Dan Jia
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…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Originality/value
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.
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Fiskia Rera Baharuddin, Amiruddin Amiruddin, Nurlaela Nurlaela and Wirawan Setialaksana
This study explores the relationships among multiple factors, including growth mindset, lifelong learning and continuous professional development (CPD), influencing teachers’…
Abstract
Purpose
This study explores the relationships among multiple factors, including growth mindset, lifelong learning and continuous professional development (CPD), influencing teachers’ integration of information and communication technology (ICT) into their teaching methods.
Design/methodology/approach
The study involved 1,095 Indonesian vocational high school teachers who participated in in-service or preservice teacher development programs. Data was collected through a survey, and a structural equation model with partial least squares parameter estimation was used to analyze the relationships and mediations.
Findings
Structural equation modeling revealed that a growth mindset positively affects both lifelong learning and CPD. Moreover, lifelong learning positively impacts CPD. Furthermore, all of these variables demonstrate a positive effect on teachers’ ICT integration in the classroom. The findings indicate that lifelong learning and CPD partially mediate the relationship between a growth mindset and ICT integration.
Originality/value
This study contributes to the literature on the determinants of teachers’ ICT usage postparticipation in in-service and preservice teacher programs. The findings underscore the significant impact of a growth mindset on teachers’ ICT use in the classroom.
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Sudipta Mandal, Arvind Sahay, Adrian Terron and Kavita Mahto
Consumers subscribe to different mindsets or implicit theories of personality malleability, namely, fixed and growth mindsets. This study aims to investigate how and why…
Abstract
Purpose
Consumers subscribe to different mindsets or implicit theories of personality malleability, namely, fixed and growth mindsets. This study aims to investigate how and why consumers’ mindsets can influence their word-of-mouth (WOM) intentions toward a brand and the consequent implications for a brand’s personality.
Design/methodology/approach
Three mall-intercept studies and one online study demonstrate the influence of consumers’ fixed and growth mindsets on their WOM intentions. The first two mall-intercept studies identify motivations underlying consumers’ WOM intentions as a function of their mindset orientations. The third mall-intercept study examines the implications of such mindset-oriented WOM intentions for a brand’s personality dimension and the underlying psychological mechanism. The fourth study tests the link between WOM intent and behavior.
Findings
Results show that fixed (growth) mindset individuals exhibit greater WOM intentions than growth (fixed) mindset individuals for motives of “impression management” (“learning and information acquisition”). Findings further demonstrate that brands that exhibit dual personality dimensions simultaneously, one salient and the other non-salient at any instant, garner equivalent WOM intentions from both fixed and growth mindset individuals, contingent on the fit between the salient brand personality dimension and the dominant consumer mindset. Finally, using a real brand, it can be seen that WOM intentions actually translate into behavior.
Research limitations/implications
The study measures offline WOM intent but not offline WOM behavior.
Practical implications
This study sheds new light on branding strategy by demonstrating how and why dual-brand personalities may attract consumers with both kinds of implicit self-theory orientations. Relatedly, it also demonstrates a technique of framing ad-appeals that support the dual-brand personality effect.
Originality/value
To the best of the authors’ knowledge, this is the first study to propose and demonstrate the use of simultaneous dual-brand personalities as an optimal branding strategy.
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Soo Jeoung Han, Lei Xie, Michael Beyerlein and Rodney Boehm
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…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Originality/value
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.
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Marjolein C.J. Caniëls, Judith H. Semeijn and Irma H.M. Renders
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…
Abstract
Purpose
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.
Design/methodology/approach
The study is based on survey data from 259 employees of an internationally operating high-tech organization in the Netherlands.
Findings
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.
Originality/value
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.
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