Shiri Kashi and Yotam Hod
This study aims to address the complexities of fixed and growth mindsets within educational settings and critique traditional assessment methods and interventions used in mindset…
Abstract
Purpose
This study aims to address the complexities of fixed and growth mindsets within educational settings and critique traditional assessment methods and interventions used in mindset research. It aims to develop a comprehensive approach – encompassing methodology, conception and practice – that incorporates mindsets within a broader growth orientation framework.
Design/methodology/approach
This research uses a holistic case study analysis of 14 higher education students, emphasizing their personal growth narratives. A uniquely designed course draws on person- and idea-centered principles that provide a rich environment to facilitate students’ growth. The analytical approach moves beyond standard mindset questionnaires by integrating self-awareness, cognitive biases and personal growth factors into a multidimensional growth orientation framework.
Findings
Results suggest that traditional mindset metrics may be indirectly related to actual growth orientations due to the influence of cognitive biases. This study finds that typical short, focused interventions may fail to reflect true changes in mindset, as they often do not engage with the broader personal growth orientations of the individuals involved.
Originality/value
This research is original in its application of a holistic and comprehensive approach to studying growth in education. By contextualizing mindsets within enriched learning environments that promote deep reflection and knowledge building, it provides new insights into how educational practices and research methodologies can better support authentic and sustained growth in learners.
Details
Keywords
Hesamedin Gholami, Amir Alambeigi, Mohammadreza Farrokhnia, Omid Noroozi and Mostafa Karbasioun
This study aims to investigate the role of social capital in Iranian agricultural students' acquisition of generic skills. For this purpose, the effect of various social capital…
Abstract
Purpose
This study aims to investigate the role of social capital in Iranian agricultural students' acquisition of generic skills. For this purpose, the effect of various social capital dimensions on students' generic skills development was examined.
Design/methodology/approach
A survey was conducted among 190 third- and fourth-year undergraduate students in one of the colleges of agriculture and natural resources in Iran. The partial least square method was used to examine the relationships among various social capital dimensions (i.e. social values, social trust, social networks, social cohesion, social participation, social communications and information sharing) with students' generic skills.
Findings
The findings showed that social networks and social participation are effective factors in the generic skills development of students. A model designed for the development of students' generic skills based on their social capital level predicted up to 33% of generic skills' variances. Furthermore, the multi-group analysis showed that males and females vary on how various social capital dimensions affect their generic skills. In this respect, the social participation dimension had a significantly greater impact on female students' generic skills, whereas the generic skills of male students were influenced more by the social cohesion dimension.
Practical implications
Developing generic skills through social capital can be considered as an effective strategy in countries that do not have formal programs for developing students' generic skills. Additionally, higher education policymakers should present a more supportive approach for developing generic skills of female students through social participation in the campuses.
Originality/value
So far, no study has examined the relationships among various social capital dimensions and students' generic skills in Iran. The picture is even more unclear when it comes to the differences between male and female students. The results of this study confirmed the importance of social networks and social participation in the universities to support students and to improve their generic skills and, consequently, their employability competencies. Furthermore, it could be inferred that male and female students have similarities and also differences in terms of the effect of social capital on developing generic skills that can provide a path for future studies.