Progress-focused

We live in a time where artificial intelligence (AI) is starting to revolutionize our lives. New research ( Li, 2023 ) shows how intellectual humility – realizing the fallibility of our beliefs and knowledge – influences our attitudes towards AI, specifically ChatGPT . Four studies with a total of 943 participants investigate this, using both self-report and behavioral outcome variables.

Recent research ( Woznicki et al., 2023 ) examines the formation of classroom microclimates within STEM courses. This study looked at how course goal structures and instructor mindsets contribute to these microclimates and their impact on student perceptions and experiences.

Someone told me the following: “The atmosphere in our team is bad and we have already tried several things to improve the atmosphere. We held a meeting to discuss the problem, but it only led to the atmosphere becoming even worse. We organized a dinner but half the team didn't even show up. What must we do?" The question is legitimate because a negative team atmosphere can negatively affect both job satisfaction and the performance of a team. Here are some ideas to turn around a negative team atmosphere. Research: how do you reverse a negative team atmosphere? An interesting study that sheds light on this issue is the study by De Jong et al. (2014) . They investigated three strategies to tackle this: communication density (frequent communication within the team), exchange between team members (mutual support and feedback), task interdependence (cooperation and dependence in task performance). The study found that the strategies of exchange between team members and task interde

A recent study ( Boncquet et al., 2023 ) investigated the influence of mindset and motivation on the academic performance of first-year secondary school students (N=3415). This study focused on the quality of motivation according to self-determination theory and the mindset about intelligence following Carol Dweck's framework. The goal was to reveal the impact on learning outcomes such as engagement, learning strategies, and performance.

  A new study by Reeve et al. (2023) , explores a new model within Self-Determination Theory (SDT), the tripartite motivation model. This model focuses on understanding the underlying causes of impaired functioning in students. The findings promise new insights into how educational environments can influence student motivation and engagement.

In a short 2016 article by Carol Dweck in the Harvard Business Review, she discusses some misunderstandings about the growth mindset. The article also contains a short animation. Below you can read the three misconceptions that Carol Dweck discusses in the article. I will provide a brief comment for each misconception.

Here are some recent research updates relevant to the progress-focused approach:

Stress , the experience or expectation of setbacks in our attempts to achieve goals, is inevitable in professional life. It has both positive and negative effects. Recent research by Alia Crum et al. (2023) shows that we can influence how stress affects us. The key lies in our stress mindset .

Babij et al. (2023 ) looked at how our mindset – our beliefs about the changeability of personal traits – can influence the way we view mental health and the associated stigmas.

In the modern, globalizing world, where organizations are becoming increasingly diverse, the understanding of polyculturalism in organizations is of great importance. Polyculturalism is based on the idea that cultures are constantly changing and merging through interethnic or intercultural connections. But how does the individual cultural mindset of employees influence this polyculturalism? A recent article by Huang, Yang & Kung (2023) delves deeper into this issue and highlights the importance of cultural mindset in this context.

The word “logic” comes from the Greek word “logos,” which has several translations, including word, reason and discussion.  Logic  is the study of correct reasoning or argumentation.  This amounts to deriving valid inferences.  Logical fallacies are erroneous arguments that can still appear believable because they can be psychologically convincing.  Formal logic errors occur when there is an incorrect logical structure.  Informal logic errors are arguments based on incorrect premises or confusing language.  Here are some common logical fallacies:

Here is a knowledge quiz about logical fallacies. The quiz consists of 14 multiple choice questions. Just try it. Once you have taken the quiz, you can see how many questions you got right and you can also see what the correct answer is for each question. I'm curious if you encounter errors in reasoning that you didn't know about yet.

We want to get people moving in education, training and work. How do we do that? Roughly speaking, two motivational styles have been distinguished, both of which are common: the controlling motivational style and the autonomy-supportive motivational style . Much research from self-determination theory has shown that the autonomy-supportive style is far superior (see for example here ). People feel better about it and they function better. But the controlling style, however ineffective, is still very common. How did that happen?

In a recent discussion between a policymaker and a journalist, an interesting point was raised. The policymaker argued for a vision for the future society and a plan to achieve it. In response, the journalist objected: “Yes, but a vision is so abstract, we now have to make sharp choices.” However, as was rightly pointed out by an expert, Jan Rotmans , this is a false dilemma. A vision actually necessitates making sharp choices—to cease old practices and accelerate new ones. This can be achieved by linking a vision to a strategy and actions, because a vision without action is meaningless, but action without a vision is directionless. I not only agree with this perspective but also find it to be a brilliant illustration of the importance of logic. Without understanding logic, we are more likely to make the mistake of seeing false dilemmas. With insight into logic, we can prevent such errors more effectively.

The mindset theory was developed by the famous psychologist Carol Dweck . The growth mindset is a way of thinking where individuals believe that their intelligence, knowledge and skills can be developed through hard work, dedication and perseverance. People with a growth mindset are open to challenges and feedback, and see mistakes as opportunities to learn and grow. In contrast to this is the fixed mindset , in which people believe that their qualities are fixed and cannot be changed.

Self-determination theory (SDT) was developed by Edward Deci and Richard Ryan . They are now among the most-cited psychologists in the world. SDT is the best-researched and most influential motivation theory today. We discuss the value of the SDT for education, showing how important autonomy support and structure are for good motivation.

Broadly speaking, there are two ways to think about the malleability of our traits and capabilities. When we have a growth mindset , we see traits and abilities as developable. In a fixed mindset we see them as not or hardly capable of development. In addition to individual mindsets, there are also mindset cultures . Researchers Wallace et al. (2023) explored the impacts of these cultures, uncovering three findings about growth mindset cultures in organizations and classrooms.

People are inherently driven to grow and seek progress. This desire for progress extends to all facets of our lives – from early childhood to late old age. The question of how we can best achieve progress is not always simple. Different situations require different approaches. It can be very helpful to become familiar with four general progress strategies.

Cameron Hecht and colleagues have written an article about the importance of cultivating a growth mindset for reducing inequality in education. It provides an up-to-date insight into what growth mindset researchers are currently focusing on. Here are some key points from the article.

Recently I had a conversation with someone who eats a vegetarian diet. She asked me why I had chosen a vegan diet. I shared my arguments with her, namely that veganism is better for animals, is beneficial to health and reduces the burden on the environment . She was surprised that I mentioned health benefits of veganism, so I told her that there is a lot of scientific research that supports this. I offered to share some research data with her, but her response was unexpected. She said, 'No, never mind. I'm afraid that might leave me with no excuse not to go vegan.' A remarkable reaction, isn't it? Anyway, for those who do want to find out more, I've collected some recent studies here, all from 2023:

Below you will find an ordered overview of research updates from the past 3 months. The links point to 100 - 200 word summaries of the studies. They are in Dutch. To read them in English, use the translate button (upper right).

Through a post on LinkedIn , I came across an article by Nidhi Sachdeva about MicroLearning. As a researcher at the University of Toronto, she has focused on the need for concise and purposeful learning methods. In an ever-faster-moving world where we are bombarded with information, micro-lessons can help us learn with focus and effectiveness.

Canadian researchers Marlee Mercer and Duygu Biricik Gulseren investigated the potentially harmful consequences of negative feedback aimed at undergraduate students ( Mercer & Gulseren, 2023 ). Performance feedback is essential in higher education, especially to support students in their learning process. Giving negative feedback can also be necessary and useful. However, negative feedback can be unintentionally harmful, especially when it is more general than constructive criticism and does not target specific behaviors.

Feedback can be valuable. Feedback, information about the effects of our behavior, can help us become better at what we do. By definition, we ourselves have only a limited view of the effects of our actions. Other people look at what we do from a different perspective and can therefore see different things. In addition, they may have more or different knowledge and skills, so that their feedback can be extra instructive for us. Whether these positive effects of feedback are realized, however, depends on what the feedback is about and how effectively the feedback is provided. But when do you give feedback and how do you do it effectively? Read more about that question below.