Date of Award
8-14-2024
Degree Type
Thesis
Degree Name
Doctor of Philosophy (PhD)
Discipline
Social Sciences
Department
Psychology
First Advisor
Prof. SIU Oi Ling
Second Advisor
Prof. HUANG Yi
Abstract
Extensive research has explored the benefits of the growth mindset over the past decades. Recently, researchers have turned their attention to the strategic mindset, a new concept with the potential to positively impact cognitive and behavioural change. While some literature suggests that both mindsets are associated with feedback learning, robust evidence is lacking, and the relationship between the three factors remains unknown. This thesis aims to investigate the neural and psychological mechanisms underlying the strategic mindset, growth mindset, and feedback learning through three distinct studies.
In Study 1, utilising a self- and other-rating paradigm, we examined neural and behavioural evidence in college students. The event-related potential (ERP) study (Study 1a, N = 41) revealed a positive correlation between the strategic mindset and the neural indicator of social conflict (i.e., the N400 component). Furthermore, individuals with a strategic mindset exhibited selective responsiveness to supportive social feedback, as evidenced by a correlation between the strategic mindset and the amplitude of the late positive potential (LPP) in response to desirable feedback. The behavioural study (Study 1b, N = 45) further demonstrated that individuals who reported frequent use of a strategic mindset were more likely to update their self-concept based on conflicting opinions presented by others. By differentiating the strategic mindset from the growth mindset, we established that the strategic mindset uniquely contributed to promoting learning from others and adjusting one’s self-concept. These results suggest that individuals with a higher level of strategic mindset are more inclined to learn from social feedback and make appropriate adjustments.
In Study 2 (N = 987), following the observation of a correlation between the strategic mindset and feedback processing, we conducted a cross-sectional study among employees to explore the underlying mechanism of the strategic mindset, growth mindset, and active feedback-seeking behaviours. The findings of this study suggest that feedback-seeking behaviours act as a mediator in the relationship between the strategic mindset and the growth mindset.
In Study 3 (N = 185), leveraging the insights from Studies 1 and 2, we designed a one-week feedback-based mindset training program for working adults, incorporating the principles of strategic mindset and feedback learning. The results of the randomised controlled trials revealed that the intervention successfully enhanced employees’ growth mindset and yielded positive impact on various work-related outcomes, including work engagement, job performance and job satisfaction.
Collectively, through the utilisation of ERP, survey, and field experimental study methods, this thesis reveals that feedback learning serves as a mediator, providing insights into the underlying mechanism of the relationship between the strategic mindset and the growth mindset. Furthermore, the feedback-based intervention successfully enhances the growth mindset of intelligence among working adults, leading to improved work engagement and well-being in the workplace. These findings offer valuable implications for nurturing a growth mindset and strategic mindset within higher educational and organisational settings.
Language
English
Copyright
The copyright of this thesis is owned by its author. Any reproduction, adaptation, distribution or dissemination of this thesis without express authorization is strictly prohibited.
Recommended Citation
Yang, Y. (2024). Beyond mindset: Investigating neural and psychological mechanisms of strategic mindset, growth mindset and feedback learning (Doctoral thesis, Lingnan University, Hong Kong). Retrieved from https://commons.ln.edu.hk/otd/228/