A mindset can also be seen as incident of a person's world view or philosophy of life.
A mindset may be so firmly established that it creates a powerful incentive within these people or groups to continue to adopt or accept prior behaviors, choices, or tools. The latter phenomenon is also sometimes described as mental inertia, "groupthink", and it is often difficult to counteract its effects upon analysis and decision making processes.
In cognitive psychology, a mindset represents the cognitive processes activated in response to a given task (French, 2016).
It would appear that some of the earliest empirical explorations of mindset originated in the early 1900s (Gollwitzer 1990, 2012). These studies are identified as foundational to and precursory for the study of cognition (Gollwitzer 1990, 2012). The attention to mindset within the study of cognitive psychology has continued relatively unabated. In addition to the field of cognitive psychology, the use of mindset is evident within the social sciences and several other fields (e.g., positive psychology). A characteristic of this area of study, in all its various manifestations, is the fragment use of mindset throughout the academy (e.g. French, 2016).
A well-known example is the "Cold War mindset" prevalent in both the U.S. and USSR, which included absolute trust in two-player game theory, in the integrity of command chain, in control of nuclear materials, and in the mutual assured destruction of both in the case of war. Although most consider that this mindset usefully served to prevent an attack by either country, the assumptions underlying deterrence theory have made assessments of the efficacy of the Cold War mindset a matter of some controversy.
Most theorists consider that the key responsibility of an embedded power group is to challenge the assumptions that comprise the group's own mindset. According to these commentators, power groups that fail to review or revise their mindsets with sufficient regularity cannot hold power indefinitely, as a single mindset is unlikely to possess the flexibility and adaptability needed to address all future events. For example, the variations in mindset between Democratic Party and Republican Party Presidents in the U.S. may have made that country more able to challenge assumptions than the Kremlin with its more static bureaucracy.
Modern military theory attempts to challenge entrenched mindsets in dealing with asymmetric warfare, terrorism, and the proliferation of weapons of mass destruction. In combination, these threats represent "a revolution in military affairs" and require very rapid adaptation to new threats and circumstances. In this context, the cost of not implementing adaptive mindsets cannot be afforded.
In system thinking
Building on Magoroh Maruyama's concept of Mindscape, Mindset Theory includes cultural and social orientation type values: Hierarchical Individualism (HI), Egalitarian Collectivism (EC), Egalitarian Individualism (EI), Hierarchical Collectivism (HC), Hierarchic Synergism (HS), Egalitarian Populism (EP), Egalitarian Synergism (ES), and Hierarchical Populism (HP).
Naturally, the question regarding the embodiment of a collective mindset comes to mind. Erikson's (1974) analysis of group-identities and what he calls a life-plan seems relevant here. He recounts the example of American Indians, who were meant to undergo a reeducation process meant to imbue a modern "life-plan" that aimed for a house and a richness expressed by a filled bank account. Erikson writes that the Indians' collective historic identity as buffalo hunters was oriented around such fundamentally different reasons/goals that even communication about the divergent "life plans" was itself difficult.
There is a double relation between the institution embodying for example an entrepreneurial mindset and its entrepreneurial performance. Firstly, an institution with an entrepreneurial philosophy will set entrepreneurial goals and strategies as a whole, but maybe even more importantly, it will foster an entrepreneurial milieu, allowing each entity to pursue emergent opportunities. In short, philosophical stance codified in the mind, hence as mindset, lead to a climate that in turn causes values that lead to practice.
Collective mindsets in this sense are described in such works as Hutchin's "Cognition in the wild" (1995), who analyzes a whole team of naval navigators as the cognitive unit or as computational system, or Senges' Knowledge entrepreneurship in universities (2007). There are also parallels to the emerging field of "collective intelligence" (e.g. (Zara, 2004)) and exploiting the "Wisdom of the crowds" (Surowiecki, 2005) of stakeholders. Zara notes that since collective reflection is more explicit, discursive, and conversational, it therefore needs a good ¿gestell?—especially when it comes to information and communication technology.
Most historians use the concept of mentality or mindset to denote very slowly changing mental dispositions active over longer periods of time, but occasionally there have been efforts to also apply it to much more rapidly changing historical situations such as the French revolution (Michel Vovelle) or the short period of Allied occupation of Germany after World War II (Hentschel 2007).
Types and theories
As previously alluded to, there is a great deal of variation within the study of mindsets. This variation includes how to define, measure, and conceptualize a mindset as well as the types of mindset identified. Even amongst scholars within the same disciple studying the same mindset, substantial variations exist (French, 2016). Nevertheless, any discussion of mindset should include recognition concerning the numerous, varied, and growing number of mindsets and mindset theories that receive attention in multiple disciplines throughout the academy.
Fixed and growth
Dweck states that there are two categories (growth mindset versus fixed mindset) that can group individuals based on their behaviour, specifically their reaction to failure. Those with a "fixed mindset" believe that abilities are mostly innate and interpret failure as the lack of necessary basic abilities, while those with a "growth mindset" believe that they can acquire any given ability provided they invest effort or study.
Dweck argues that the growth mindset "will allow a person to live a less stressful and more successful life".
In a 2012 interview, Dweck defined both fixed and growth mindsets:
In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that's that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don't necessarily think everyone's the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.
A large part of Dweck's research on mindsets has been done in the field of education, and how these mindsets affect a student's performance in the classroom. The growth mindset is clearly the more desirable of the two for students. In particular, an individual's mindset impacts how they face and cope with challenges, such as the transition into junior high school from elementary school or losing your job. According to Dweck, individuals with a "growth" theory are more likely to continue working hard despite setbacks. Individuals' theories of intelligence can be affected by subtle environmental cues. For example, children given praise such as "good job, you're very smart" are much more likely to develop a fixed mindset, whereas if given compliments like "good job, you worked very hard" they are likely to develop a growth mindset.
While elements of our personality – such as sensitivity to mistakes and setbacks – can make us predisposed towards holding a certain mindset, we are able to develop and reshape our mindset through our interactions. In multiple studies, Dweck and her colleagues noted that alterations in mindset could be achieved through "praising the process through which success was achieved", "having [college aged students] read compelling scientific articles that support one view or the other", or teaching junior high school students "that every time they try hard and learn something new, their brain forms new connections that, over time, make them smarter". These studies all demonstrate how framing and discussing students' work and effort play a considerable role in the type of mindset students develop and students' conceptions of their own ability.
Carol Dweck and Jo Boaler have done extensive research on the topics of fixed and growth mindset. However, studies on mindset depict results that show that there is a disparity in the fixed and growth mindsets of females and males. In Boaler's Ability and Mathematics: the Mindset Revolution that is Reshaping Education, she notes that fixed mindset beliefs lead to inequalities in education and are a main reason for low achievement and participation amongst minorities and female students. Boaler's research shows that many women feel as though they are not smart enough nor capable enough to continue in certain subjects, such as STEM areas of academia. Boaler uses Carol Dweck's research showing that "gender differences in mathematics performance only existed among fixed mindset students" (Boaler, 2013).
In addition, there have been tests administered by L.S. Blackwell to see if the fixed mindset of women can be changed to a growth mindset (Boaler, 2013). This is the mindset in which Boaler and Dweck believe people can gain knowledge. Boaler said, "The key growth mindset message was that effort changes the brain by forming new connections, and that students control this process. The growth mindset intervention halted the students’ decline in grades and started the students on a new pathway of improvement and high achievement" (Boaler, 2013). Educational systems focusing on creating a growth mindset environment allows for girls to feel like their intelligence is moldable rather than constant.
Dweck’s research and theory of growth and fixed mindsets has been useful in intervention strategies with at risk students, dispelling negative stereotypes in education held by teachers and students, understanding the impacts of self-theories on resilience, and understanding how process praise can foster a growth mindset and positively impact students' motivation levels.
The benefit mindset describes society's everyday leaders who promote well-being on both an individual and a collective level. That is, people who discover their strengths to make valuable contributions to causes that are greater than the self. They question why they do what they do, positioning their actions within a purposeful context.
Buchanan argues "creating cultures of contribution and everyday leadership could be one of the best points of leverage we have for simultaneously bringing out the best in people, organisations and the planet."
Originating from the study of organizational leadership and coinciding with the growth of multinational corporations in the 1980s, organizations observed that the effectiveness of their executives did not necessarily translate cross-culturally. Global mindset emerged as an explanation (Javidan & Walker, 2013). Essentially, leaders in cross-cultural contexts were hypothesized to need an additional skill, ability, or proficiency (i.e. a global mindset) that enabled effectiveness regardless of the culture or context (Perlmutter, 1969; Rhinesmith, 1992).
One of the defining characteristics of the study of global mindset is the variety in which scholars conceptualize and operationalize the construct; and yet; scholars typically agree that global mindset and its development increases global effectiveness for both individuals and organizations (French & Chang, 2016).
Abundance and scarcity
Those with abundance mindset believe that there are enough resources for everyone, while those with the scarcity mindset believe that there is a limited number of resources and that one's gain must entail another's loss, leading to competition for resources.
Productive and defensive
According to Chris Argyris (2004), there are two dominant mindsets in organizations: the productive mindset and the defensive mindset. The productive mindset seeks out valid knowledge that is testable. The productive reasoning mindset creates informed choices and makes reasoning transparent.
The defensive mindset, on the other hand, is self-protective and self-deceptive. When this mindset is active, people or organizations only seek out information that will protect them. Truth can be shut out when it is seen as threatening. The defensive mindset may lead to learning based on false assumptions or prevent learning altogether (Argyris, 2004).
- Autonomous agency theory
- Propositional attitude
- Schema (psychology)
- Set (psychology)
- Basic beliefs
- Philosophy of Life
- Cognitive bias
- Confirmation bias
- Infrastructure bias
- Einstellung effect
- Viable system theory
- Victim mentality
- Implicit theories of intelligence
- Mental model
- Mental representation
- Entrepreneurial mindset
- World view
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