<p>Today the problem of dirty streets is often mentioned in media indicating that it is an environmental and a social problem that needs to be solved. Trash lying around destroys the city picture affecting people negatively. Moreover, unpicked trash might have some devastating consequences in terms of rats and other animals. The population segment that trashes the most is youth between 15 and 29 years old. This study was conducted in order to see whether any specific action can be undertaken to affect young people who cause most of trashing and to reduce their environmentally unfriendly behavior.</p><p>In this thesis, the aim is to see how youth who is environmentally unfriendly is different from environmentally friendly in terms of a mindset; how those who are unfriendly think about trashing today and later test different stimuli to find out their effectiveness on the thinking patterns of these individuals.</p><p>The research method consisted of two parts using a combination of qualitative and quantitative methodologies. First one was a focus group interview which was chosen as an appropriate method to elicit the stimuli with potential to change a mindset. Six stimuli in total, 3 rewards and 3 punishments were chosen to be tested. Second method was an experiment using Repertory Grid technique. This technique’s purpose is to study and describe the values and attitudes of one individual. In this paper this technique was used on two occasions. The result of the first occasion indicated the person’s current mindset toward environment. After that, the person was presented certain stimulus that had a potential to change that person’s thinking pattern and behaviour. After the introduction of the incitement, the individual was asked again to use the grid. Before-and-after results were compared to find out whether the stimulus presented was effective enough to change individual’s thinking pattern.</p><p>The study indicated that there <em>are</em> two different mindsets concerning environment. One is the environmental mindset of indifference and the other one is the environmental friendly mindset. However, the gap between these can be mended if those people who are indifferent are affected in a right way. The study further indicates the specific stimuli that can be applied in order eliminated or at least decrease the gap. The most effective one is the shorter distance toward the nearest trashcan. This can be implemented by putting more trashcans on the streets. Moreover, to make the gap even less it would be possible to make the trashcans more aesthetically nice to the eye. Right now they are blending in to the city picture by being grey, black or dark green. Making these look nicer, as the study indicates, can contribute to change in thinking patterns.</p>

Today the problem of dirty streets is often mentioned in media indicating that it is an environmental and a social problem that needs to be solved. Trash lying around destroys the city picture affecting people negatively. Moreover, unpicked trash might have some devastating consequences in terms of rats and other animals. The population segment that trashes the most is youth between 15 and 29 years old. This study was conducted in order to see whether any specific action can be undertaken to affect young people who cause most of trashing and to reduce their environmentally unfriendly behavior. In this thesis, the aim is to see how youth who is environmentally unfriendly is different from environmentally friendly in terms of a mindset; how those who are unfriendly think about trashing today and later test different stimuli to find out their effectiveness on the thinking patterns of these individuals. The research method consisted of two parts using a combination of qualitative and quantitative methodologies. First one was a focus group interview which was chosen as an appropriate method to elicit the stimuli with potential to change a mindset. Six stimuli in total, 3 rewards and 3 punishments were chosen to be tested. Second method was an experiment using Repertory Grid technique. This technique’s purpose is to study and describe the values and attitudes of one individual. In this paper this technique was used on two occasions. The result of the first occasion indicated the person’s current mindset toward environment. After that, the person was presented certain stimulus that had a potential to change that person’s thinking pattern and behaviour. After the introduction of the incitement, the individual was asked again to use the grid. Before-and-after results were compared to find out whether the stimulus presented was effective enough to change individual’s thinking pattern. The study indicated that there are two different mindsets concerning environment. One is the environmental mindset of indifference and the other one is the environmental friendly mindset. However, the gap between these can be mended if those people who are indifferent are affected in a right way. The study further indicates the specific stimuli that can be applied in order eliminated or at least decrease the gap. The most effective one is the shorter distance toward the nearest trashcan. This can be implemented by putting more trashcans on the streets. Moreover, to make the gap even less it would be possible to make the trashcans more aesthetically nice to the eye. Right now they are blending in to the city picture by being grey, black or dark green. Making these look nicer, as the study indicates, can contribute to change in thinking patterns.

The dominance of global markets has created a need for organisations to search for a new set of competences to enable them to survive into the future. Whether they operate in local or international markets, global challenges are felt in every business. Research posits global mindset as a prerequisite for internationalisation, but there is emerging debate about whether global mindset is also a competence required for companies perform and compete in a local context as well. This is a qualitative and largely descriptive study that was conducted in two companies. The primary research was undertaken using electronic surveys. These were structured questionnaires used to obtain data to ascertain global mindset maturity, performance and competitiveness. Secondary data was used for actual performance and competitiveness measures. Two propositions out of the three were supported. The global mindset factors in a local context fall within the bounds of the three core global mindset themes. Global mindset maturity was found to be significant in the performance of an organisation in a local context. However, the relationship between global mindset and competitive was not explained by the results. Contextual global mindset was the most significant variable in explaining the variation in performance. / Dissertation (MBA)--University of Pretoria, 2011. / Gordon Institute of Business Science (GIBS) / unrestricted

There is an ongoing need for educational psychologists, researchers, policymakers, educators, and parents to continue to identify and understand the academic and nonacademic factors that influence academic achievement. Recent studies have documented the steady decline in the academic performances of students from Grades 7 to 9. The purpose of this study was to examine the statistical relationship between basic psychological needs satisfaction in relationship with caregivers, mindsets of intelligence, and academic achievement among secondary school students in the Commonwealth of Dominica. This study was grounded in the self-determination theory and mindsets of intelligence theory. A non-experimental correlational design using survey methodology was used for this study. Participants were 143 3rd year secondary school students ages 11 through 15. The participants’ academic achievement, mindsets of intelligence and their basic psychological needs satisfaction in relationship with their caregivers, were measured. The data were analyzed using standard multiple regression. The results of the study found a significant inverse relationship between the relatedness component of psychological needs satisfaction and academic achievement. Additionally, higher mindset of intelligence scores significantly predicted higher scores in math, English, and science in the participants first and second years of secondary school. The positive social change implications of this study may equip policymakers, teachers, and parents with the relevant information needed to design and implement programs aimed at improving the academic achievement of secondary school students

Auditors face strong incentives to execute tasks efficiently and meet deadlines; these conditions are both conducive to – and rewarding of – implemental mindsets. However, an implemental mindset may deprioritize careful analysis and thoughtful decision-making, leading to suboptimal performance and audit quality. Conversely, deliberative mindsets promote critical thinking and open-mindedness – and research suggests auditors in a deliberative mindset perform complex tasks more effectively than auditors in an implemental mindset. Additionally, auditors encounter frequent reminders about the consequences of audit failures. This study examines how these factors (i.e., mindsets and consequence reminders) jointly influence auditors' performance on complex tasks. I predict that consequence reminders will be helpful to auditors in an implemental mindset but counter-productive to auditors in a deliberative mindset. Consistent with theory, results from a 2x2 experiment reveal that undergraduate student participants in a deliberative mindset outperform those in an implemental mindset in an error identification task. However, I find no evidence that a consequence reminder influences performance or moderates the effect of mindsets in this task. My results contribute to the emerging literature on the benefits of deliberative mindsets and can help guide future research in this area.

The present study explores the ways in which young people’s relationships with adults and peers as well as their ability to express agency within their school environments influence their academic mindsets. Using a nationally representative sample of 3,300 high school aged youth, this study first investigates the ways in which the independent mindsets associated with an academic mindset (i.e., a sense of belonging, a growth mindset, self-efficacy beliefs, and the belief that one’s work is meaningful) are related to one another, and then explores the ways in which positive school based relationships and expressions of agency within their school environments contribute to those belief systems. The study is grounded in relational developmental systems theory and employs a positive youth development framework to understand the ways in which interpretive and recursive person-context developmental relations contribute to young people’s beliefs about themselves, their educational environments, and themselves in relation to those environments. As educational practices increasingly shift towards deeper learning and a whole child educational paradigm, understanding the ways in which relationships and expressions of agency influence positive academic mindsets may aid in enhancing educational experiences for all young people. This study finds that all four beliefs under consideration load onto the higher order construct of academic mindset, that relationships with both school adults and peers are positive associated with academic mindset, and that agency fully accounts for the association between relationships with adults and academic mindset, and partially accounts for the association between relationships with peers and academic mindset. Implications for policy and practice are discussed.

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The gap between actual and expected use of technology in education prompted an exploration of my suspicions that human thoughts, feelings, and experiences with technology are central to the problem. While many internal factors influence teachers, this study explores the impact Lankshear and Knobel's mindsets have on teachers' decisions to implement digital technologies in education. Specifically I ask how mindsets about knowledge production and technology are mediators of, and mediated by, the activity of literacy teaching and learning in homeschooling environments. I reached over a hundred homeschooling parents through network sampling and a hundred parents submitted a survey designed to place them in one of four quadrants on a grid, assigning them a Mindset 1 rating and Mindset 2 rating. I randomly selected volunteers for each quadrant. I coded and analyzed nineteen interviews according the elements in the Cultural Historical Activity Theory (CHAT) heuristic and Lankshear and Knobel's mindsets. Findings indicate that mindsets do mediate technology use in literacy teaching; educators with high Mindset 1 (M1) ratings engage in more traditional educational methods, using technology for enhancing traditional literacy practices. Educators with high Mindset 2 (M2) ratings only implement technology for transformative practices if they also hold a low M1 rating. Regarding transformative use of technology (an M2 outcome), educational institutions must decide whether they want technology to transform instructional processes, literacy outcomes, or products or both. / Teaching & Learning