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Maintaining a positive mindset is important for leadership effectiveness and may even be more important in times of a crisis because such a mindset contributes to organizational survival and resilience. In this study, we examined whether leaders' positive mindset helped to mitigate the harmful effects of the COVID-19 crisis on organizations and if so, how. To address this issue, we conducted an empirical study through LinkedIn with 165 participants working in various organizations in Canada. The results show that leaders' positive mindset positively impacts leaders' innovative behavior. However, leaders' innovative behavior did not attenuate the negative effects of the COVID-19 crisis on organizations, except when we introduce the use of information and communication technology (ICT) and the provision of psychological support to employees as moderators. The implications of these findings for both theory and practice, as well as some future research directions are discussed.
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http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11927883 | PMC |
http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0319931 | PLOS |
Trends Neurosci Educ
September 2025
Laboratory for Research in Neuroeducation (LRN), Université du Québec à Montréal, Montreal, Quebec, Canada; Team for Research in Science and Technology Education (EREST), Université du Québec à Montréal, Montreal, Quebec, Canada; Départment de didactique, Université du Québec à Montréal
Background: Frequent and persistent errors resist teaching, partly due to difficulties in mobilizing inhibitory control. A promising strategy to address this challenge involves teaching students about neuroplasticity. Such instruction may indeed foster motivational beliefs (often referred to as growth mindset), which in turn could positively influence the mobilization of inhibitory control.
View Article and Find Full Text PDFJ Occup Med Toxicol
August 2025
Department of Sustainable Wellbeing, South-Eastern Finland University of Applied Sciences, Salakuljettajantie 4, Kotka, 48100, Finland.
Background: Rescue services work is in constant change, yet operational responsibilities in high-stakes, unpredictable environments remain. In this study, we are interested in individual psychological performance, conceptualized as a balance between the challenges or threats perceived in a situation and one’s sense of capability and resources, with the goal of successfully completing tasks. We explored the effects of working amidst continuous change on individual psychological performance and its maintenance among rescue service personnel with three research questions: (1) What kinds of changes have occurred in the work of rescue services? (2) What effects does work amidst changes have on individual psychological performance from the perspective of rescue service personnel? and (3) How can individual psychological performance be supported amidst changes from the perspective of rescue service personnel?
Methods: This was a qualitative interview study with fire officers and fire sub-officers ( = 18) from five rescue departments across Finland.
Acta Psychol (Amst)
September 2025
Department of Mathematics, Statistics and Physics, Qatar University, 2713, Doha, Qatar.
The rapid integration of Artificial Intelligence (AI) into K-12 education has created a pressing need to evaluate students' capacity to engage with AI effectively and responsibly. As outlined in UNESCO's AI Competency Framework, AI competence is a multidimensional construct encompassing cognitive (knowledge and skills), affective (values and motivation), ethical (principles and responsibilities), and technical (practical and design-based) dimensions. Without systematic assessment, educators lack the evidence needed to ensure students possess not only technical proficiency but also the critical thinking, ethical awareness, and motivation required in AI-driven learning environments.
View Article and Find Full Text PDFStress can have beneficial and harmful effects on learning. Due to their individual characteristics and past experiences, different individuals respond differently to similar stressful situations. Beck and colleagues' article entitled "Can Stress Be Good for Learning? Pediatric Resident Perspectives on the Beneficial Influence of Stress on Learning and the Role of the Supervisor" discusses trainee perspectives on supervisor behaviors that can shape better learning experiences.
View Article and Find Full Text PDFDisabil Rehabil
August 2025
Department of Speech and Hearing Sciences, University College Cork, Cork, Ireland.
Purpose: To pilot the use of qualitative interviews and video recorded everyday conversations as a basis for individually tailored dyadic communicative intervention from a self-management perspective for clients with Parkinson's disease and their close communication partners.
Method: Three dyads participated and met with the researcher for three sessions. Semi-structured interviews and the dyads' video recordings of their conversations formed the basis for problem identification, goal setting, and the dyad's independent work between the sessions.