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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.

Three scenario-based experiments were conducted to explore the influence of the base option’s price format (just-at vs just-below) on tourists’ upgrade intention. The findings of this research indicated that tourists are more inclined to upgrade the option when the base option’s price is presented in a just-at condition due to the mediating role of tourists’ price perceptions of the upgrade option. This study discovered that the just-at (vs just-below) pricing strategy can lower tourists’ price perceptions of the upgrade choice. This research further explored the moderating of tourists’ mindsets. It was found the threshold-crossing effect will disappear for tourists with fixed mindsets. This study also provides practical implications for travel service providers to set up appropriate pricing strategies to attract tourists to make upgrade decisions.

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.

This study investigated the impact of entrepreneurship education on the international entrepreneurship intention of the university students while considering the mediating roles of entrepreneurship alertness, proactive personality, innovative behaviour and the moderating role of global mindset in this relationship.

The research employs a survey methodology, utilising a structured questionnaire for data collection. The study specifically concentrates on students enrolled at Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED) in Ghana, drawing its sample from six academic programmes within the university. Data analysis is conducted using structural equation modeling (SEM).

The findings of this research revealed that entrepreneurship education exerts a positive influence on the international entrepreneurial intention. Furthermore, entrepreneurship alertness acts as a mediator in the relationship between entrepreneurship education and innovative behaviour. Similarly, a proactive personality serves as a mediating factor between entrepreneurship education and innovative behaviour. Moreover, innovative behaviour operates as a mediator in the relationship between entrepreneurship education and international entrepreneurship intention. Additionally, a global mindset plays a crucial moderating role in the connection between entrepreneurship education and international entrepreneurship intention.

This study makes a significant contribution to the field by shedding light on the mediating roles of proactive personality, entrepreneurial alertness, innovative behaviour and global mindset moderating the relationship between entrepreneurship education and international entrepreneurship intention. These insights offer fresh perspectives on the complex dynamics at play in the realm of entrepreneurship education and its impact on students' intentions for the international entrepreneurship.

The entrepreneurial ecosystem within Chinese vocational colleges offers a unique platform to investigate the interplay between entrepreneurial passion, education and intention. This study aims to assess the effect of entrepreneurial education on alertness, passion and mindset, in turn, on entrepreneurial orientation and intentions. In addition, the study examines the mediating role of the entrepreneurial mindset between entrepreneurial passion and education; and to identify the moderating effect of entrepreneurial self-efficacy between entrepreneurial orientation and intentions.

Using a cross-sectional methodology based on self-reported data from students across various Chinese vocational colleges, the study used a quantitative method to derive its findings.

The results highlighted a strong positive effect of entrepreneurial education on passion, mindset and alertness. The study also found that an increased emphasis on entrepreneurial education fostered a proactive entrepreneurial orientation, a significant predictor of entrepreneurial intentions. The entrepreneurial mindset played a pivotal mediating role, enhancing the direct effects observed. Moreover, students with higher entrepreneurial self-efficacy exhibited a more substantial inclination towards entrepreneurial intentions, further buttressed by their orientation.

This study underscores the critical role of fostering passion, education and self-efficacy in cultivating entrepreneurial intentions among students in Chinese vocational colleges, offering valuable theoretical and managerial implications for educators and policymakers alike.

This study aims to investigate the impact of entrepreneurial mindsets on the performance of family businesses in the United Arab Emirates (UAE). This study focused on the following entrepreneurial mindset factors: alertness to opportunity, ambiguity tolerance, dispositional optimism and risk-taking propensity.

A partial least squares structural equation modeling was used to evaluate the proposed research model. The gathered data consisted of 321 family businesses that operate in the UAE.

Findings showed that only two of the entrepreneurial mindset factors had a significant and positive impact on the firm’s performance, namely, alertness to opportunity and dispositional optimism.

This paper covers a research gap by reflecting the effect of the entrepreneurial mindset in an unstudied context, such as the UAE. To the best of the authors’ knowledge, this is the only study that measures the effect of the dimensions of the entrepreneurial mindset on the performance of family businesses in the UAE, and as such, it represents an additional value to the literature in this field.

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.

This research examines the effect of team diversity on customer behavior (purchase likelihood) associated with sustainable luxury products and further considers the mediating role of customer skepticism and the moderating role of the growth mindset in these relationships.

Study 1 aims to confirm the direct effect of team diversity on purchase intention and the mediating effect of customer skepticism. Featuring a fictitious brand, Study 2 seeks to test the moderating effects of a growth mindset. This research recruits participants located in the USA who have shopping experiences with a luxury product.

The findings support the notion that team diversity can mitigate customers' skepticism while enhancing purchase likelihood. Moreover, this effect is stronger among those with a growth mindset. As such, the findings suggest that communicating the heterogeneous composition of team members can benefit sustainable luxury brands.

Underpinned by the signaling theory and incremental theory, this research examines the effects of team diversity on customer behavior (purchase likelihood) related to sustainable luxury products, as well as the role of customer skepticism (as a mediator) and a growth mindset (as a moderator) in these relationships. Thus, the findings broaden the current diversity research which has predominantly focused on team decision-making and performance.

The COVID-19 pandemic was an eye-opening experience that put to the test our crisis management competencies across many institutions, including those offered by institutions of higher education. This study aims to review the literature on international business (IB) risks and IB education (IBE) to question whether business graduates are equipped to make decisions in today’s volatile, uncertain, complex and ambiguous (VUCA) marketplace.

While the IB literature has discussed the importance of various sources of risks on global business operations, IBE did not effectively adopt an integrative approach to building the needed risk management competencies related to those risks into our education. The authors argue that this integrative approach to teaching IB is critically needed to prepare future global managers for addressing crises, like that of the pandemic and others. Specifically, this study proposes that this integrated risk management competency can be developed through the building of “synergistic mindsets”.

This study presents a conceptual framework for the components of the synergistic mindset, with intelligence that directly links to present IB risks. These components are cultural intelligence (CQ), emotional intelligence (EQ), public policy intelligence (PPQ), digital intelligence (DQ) and orchestration intelligence (OQ).

Insights related to IBE effectiveness in addressing today’s VUCA market demands and IB risks are discussed.

This study aims to investigate the potential of an empathetic mindset aimed at empowering undergraduate students to work toward sustainable development (SD), addressing both theoretical and practical dimensions.

A mixed quantitative and qualitative research method was used in this study. Cross-sectional quantitative survey data on students’ mindsets and actions toward SD was collected to examine the theoretical relationship between belief and behavior. Qualitative inquiry using focus-group interviews explored students’ on-site learning experiences.

This study provides evidence for the impact of an empathetic mindset on education for sustainable development (ESD). Results showed that students with a more empathetic mindset showed better attitudes and behaviors toward SD actions. Findings suggest that developing an empathetic mindset improves students’ attitudes toward taking substantial action to protect the environment.

This study introduces a novel perspective extending the application of empathetic mindset in ESD.