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Article ; Online: Are teachers with better quality of work life more innovative? The mediating roles of psychological empowerment and teaching mindsets.

Rahimi, Hamid / Hejazi, S Yahya / Lou, Nigel Mantou / Heidarzadeh, Mahsa

2024 Volume 247, Page(s) 104315

Abstract: Are teachers with better quality of work life (QWL) more innovative, and why? This study examined the relationship between teachers' QWL and their innovative behaviours, alongside the potential underlying mechanisms through psychological empowerment and ... ...

Abstract	Are teachers with better quality of work life (QWL) more innovative, and why? This study examined the relationship between teachers' QWL and their innovative behaviours, alongside the potential underlying mechanisms through psychological empowerment and teaching mindsets. A total of 321 elementary teachers completed a questionnaire. Path analysis demonstrated a significant positive association between QWL and innovative teaching behaviours. Moreover, both psychological empowerment and teaching mindsets significantly mediated this relationship. Specifically, teachers with higher QWL showed greater psychological empowerment and embraced stronger growth mindsets about their teaching abilities, which enables them to become more innovative in their teaching approaches. These findings suggest that quality of work life is not just a matter of teachers' well-being, but it also plays an important role in their teaching quality, which can ultimately benefit the institutions and the students.
Language	English
Publishing date	2024-05-14
Publishing country	Netherlands
Document type	Journal Article
ZDB-ID	1480049-4
ISSN	1873-6297 ; 0001-6918
ISSN (online)	1873-6297
ISSN	0001-6918
DOI	10.1016/j.actpsy.2024.104315
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: The mindsets × societal norm effect across 78 cultures: Growth mindsets are linked to performance weakly and well-being negatively in societies with fixed-mindset norms.

Lou, Nigel Mantou / Li, Liman Man Wai

The British journal of educational psychology

2022 Volume 93, Issue 1, Page(s) 134–152

Abstract: Background/aims: Recent research on mindsets has shifted from understanding its homogenous role on performance to understanding how classroom environments explain its heterogeneous effects (i.e., Mindsets × Context hypothesis). Does the macro context (e. ...

Abstract	Background/aims: Recent research on mindsets has shifted from understanding its homogenous role on performance to understanding how classroom environments explain its heterogeneous effects (i.e., Mindsets × Context hypothesis). Does the macro context (e.g., societal level of student mindsets) also help explain its heterogeneous effects? And does this interaction effect also apply to understanding students' well-being? To address these questions, we examined whether and how the role of students' mindsets in performance (math, science, reading) and well-being (meaning in life, positive affect, life satisfaction) depends on the societal-mindset norms (i.e., Mindsets × Societal Norm effect). Sample/methods: We analysed a global data set (n = 612,004 adolescents in 78 societies) using multilevel analysis. The societal norm of student mindsets was the average score derived from students within each society. Results: Growth mindsets positively and weakly predicted all performance outcomes (rs = .192, .210, .224), but the associations were significantly stronger in societies with growth-mindset norms. In contrast, the associations between growth mindsets and psychological well-being were very weak and inconsistent (rs = -.066, .003, .008). Importantly, the association was negative in societies with fixed-mindset norms but positive in societies with growth-mindset norms. Conclusions: These findings challenge the idea that growth mindsets have ubiquitous positive effects in all societies. Growth mindsets might be ineffective or even detrimental in societies with fixed-mindset norms because such societal norms could suppress the potential of students with growth mindsets and undermines their well-being. Researchers should take societal norms into consideration in their efforts to understand and foster students' growth.
MeSH term(s)	Adolescent ; Humans ; Social Norms ; Students/psychology ; Mathematics ; Psychological Well-Being
Language	English
Publishing date	2022-09-15
Publishing country	England
Document type	Journal Article
ZDB-ID	1501130-6
ISSN	2044-8279 ; 0007-0998
ISSN (online)	2044-8279
ISSN	0007-0998
DOI	10.1111/bjep.12544
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Article: "Does My Teacher Believe I Can Improve?": The Role of Meta-Lay Theories in ESL Learners' Mindsets and Need Satisfaction.

Lou, Nigel Mantou / Noels, Kimberly Ann

Frontiers in psychology

2020 Volume 11, Page(s) 1417

Abstract: Supporting students' growth mindsets (i.e., beliefs that ability can be improved) and basic psychological needs (i.e., needs for autonomy, competence, and relatedness) is an important way to sustain their motivation and resilience after challenging ... ...

Abstract	Supporting students' growth mindsets (i.e., beliefs that ability can be improved) and basic psychological needs (i.e., needs for autonomy, competence, and relatedness) is an important way to sustain their motivation and resilience after challenging situations. We argue that others' feedback may support or undermine mindsets and need satisfaction simultaneously through students' meta-lay theories-that is, students' perceptions of whether others (in this case, their teacher) believe that ability can be improved or not. We conducted a randomized controlled experiment in which 180 university students who spoke English as their second language failed a difficult English test and received either feedback from a teacher who consoled their lack of ability, feedback that focused on improving ability, or no feedback. We found that compared to students receiving no feedback, students receiving ability-consoling feedback perceived that the teacher believed less in their potential and felt less competent, and students receiving improvement-oriented feedback perceived that the teacher believed more in their potential. Consequently, meta-lay theory ("the teacher believes I can change my ability") predicted students' endorsement of growth mindsets ("I believe I can improve") and need satisfaction (sense of competence, relatedness, and autonomy). In turn, mindsets and need satisfaction jointly predicted language confidence and beliefs about mistakes. Only need satisfaction, however, predicted task avoidance and duration of task engagement. Meta-lay theories underlie the processes through which feedback supports or undermines students' resilience after failure.
Language	English
Publishing date	2020-08-07
Publishing country	Switzerland
Document type	Journal Article
ZDB-ID	2563826-9
ISSN	1664-1078
ISSN	1664-1078
DOI	10.3389/fpsyg.2020.01417
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Article: Ethnic minority, immigrants, and Indigenous people's well-being disparities in Canada during the COVID-19 pandemic: The mediating role of threat perceptions.

Lou, Nigel Mantou / Noels, Kimberly A / Zhang, Ying Shan Doris / Kurl, Shachi

International journal of intercultural relations : IJIR

2022 Volume 88, Page(s) 148–156

Abstract: The COVID-19 pandemic's differential impact on ethnic minorities, immigrants, and Indigenous people (e.g., mortality and infection rate, as well as psychological well-being) may exacerbate existing disparities. This study examined perceived threat as a ... ...

Abstract	The COVID-19 pandemic's differential impact on ethnic minorities, immigrants, and Indigenous people (e.g., mortality and infection rate, as well as psychological well-being) may exacerbate existing disparities. This study examined perceived threat as a psychological mechanism to explain the apparently more negative emotional experiences of ethnic minority Canadians during the pandemic compared with non-immigrant European Canadians (i.e., the majority/mainstream ethno-cultural group). We investigated group differences in negative affect and three possible threat mechanisms (perceived health, material, and cultural threat) for these differences using an online survey completed by a self-selected Canadian sample (
Language	English
Publishing date	2022-04-22
Publishing country	Netherlands
Document type	Journal Article
ISSN	0147-1767
ISSN	0147-1767
DOI	10.1016/j.ijintrel.2022.04.006
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Article ; Online: Social-Historical Accounts of Hope and Resilience: Experiences of Prominent Sexual Orientation Minority Elders.

Haldane, Chayse / Lou, Nigel Mantou / Harley, Jason M

Journal of homosexuality

2021 , Page(s) 1–40

Abstract: Despite the challenges faced by sexual orientation minority (SOM) individuals, many SOM individuals are able to persist and develop resiliency over the course of their lives. The present study explored how prominent SOM elders perceived the LGBTQ+ ... ...

Abstract	Despite the challenges faced by sexual orientation minority (SOM) individuals, many SOM individuals are able to persist and develop resiliency over the course of their lives. The present study explored how prominent SOM elders perceived the LGBTQ+ community as developing hope and resiliency in relation to major events of lesbian, gay, bisexual, transgender, queer (LGBTQ+) rights development. Using a basic qualitative approach, we analyzed interview data and three categories emerged. More specifically, these categories were: (1) internalization of societal views; (2) fostering safety and acceptance by creating a sense of community; and (3) sources of inspiration for initiating change. The resulting categories show the complex interaction of social influences and resiliency during times of societal reformation. We discuss the implications of how group-based emotions and identity processes during times of societal reformation foster a life-long resilience.
Language	English
Publishing date	2021-10-29
Publishing country	United States
Document type	Journal Article
ZDB-ID	193138-6
ISSN	1540-3602 ; 0091-8369
ISSN (online)	1540-3602
ISSN	0091-8369
DOI	10.1080/00918369.2021.1990689
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Article ; Online: Where do Language Mindsets Come from? An Ecological Perspective on EFL Students' Mindsets About L2 Writing.

Shirvan, Majid Elahi / Lou, Nigel Mantou / Taherian, Tahereh

Journal of psycholinguistic research

2021 Volume 50, Issue 5, Page(s) 1065–1086

Abstract: Although recent research suggests that language mindsets (i.e., fundamentalbeliefs aboutthe fixedness and malleability of language learning ability) are important for L2 learners' motivation and learning behaviors, much research has focused on ... ...

Abstract	Although recent research suggests that language mindsets (i.e., fundamentalbeliefs aboutthe fixedness and malleability of language learning ability) are important for L2 learners' motivation and learning behaviors, much research has focused on quantitative approaches and static individual differences, with little emphasis on its student-centered and ecologically-relevant phenomena. The aim of this study was to take an ecological perspective to understand the development of mindsets about L2 writingand their relevance tomotivation. Based on an analysis of in-depth interviewswith six (two males, four females) adult EFL learners in Iran, we identified that several eco-systemic factors underlie the emergence, complexity, and dynamics of the learners' mindsets regarding the skill of L2 writing. Students emphasize that teachers (microsystem) play a central role in constructingtheir mindsets about L2 writing. In addition, their previous learning experiences, including teachers, parents, and high-stake exams (mesosystem), the institutional policies that emphasize English oral skills and neglect writing skills (exosystem), and the mainstream culture in favor of a natural talent for writing skills (macrosystem) also contributed to the emergence of learners' mindsets. Moreover, the results highlighted the domain-specific and dynamic nature of language mindsets, such that learners considered their mindsets about L2 writing skills differently from other skills (e.g., speaking) and that their mindsets changed in different stages of the learning processes. We show that the ecological approach can unpack the complex-dynamic and multifaceted nature of mindsets, providing theoretical and pedagogical implications for fostering growth mindsets and improving learners' L2 writing motivation.
MeSH term(s)	Female ; Humans ; Language ; Learning ; Male ; Multilingualism ; Students ; Writing
Language	English
Publishing date	2021-07-16
Publishing country	United States
Document type	Journal Article
ZDB-ID	124517-x
ISSN	1573-6555 ; 0090-6905
ISSN (online)	1573-6555
ISSN	0090-6905
DOI	10.1007/s10936-021-09787-y
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Zs.A 1111: Show issues

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Article: Does Stereotype Threat Affect Men in Language Domains?

Chaffee, Kathryn Everhart / Lou, Nigel Mantou / Noels, Kimberly A

Frontiers in psychology

2020 Volume 11, Page(s) 1302

Abstract: Boys and men tend to underperform in language education, and they are also underrepresented in language-related fields. Research suggests that stereotypes can affect students' performance and sense of belonging in academic subjects and test settings via ... ...

Abstract	Boys and men tend to underperform in language education, and they are also underrepresented in language-related fields. Research suggests that stereotypes can affect students' performance and sense of belonging in academic subjects and test settings via stereotype threat. For example, girls and women sometimes underperform on math tests following reminders that math is for boys. We sought to test whether stereotypes that women have better language skills than men would affect men. In a series of four experiments (
Language	English
Publishing date	2020-07-08
Publishing country	Switzerland
Document type	Journal Article
ZDB-ID	2563826-9
ISSN	1664-1078
ISSN	1664-1078
DOI	10.3389/fpsyg.2020.01302
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Article: "Responsible" or "Strange?" Differences in Face Mask Attitudes and Use Between Chinese and Non-East Asian Canadians During COVID-19's First Wave.

Zhang, Ying Shan Doris / Noels, Kimberly A / Young-Leslie, Heather / Lou, Nigel Mantou

Frontiers in psychology

2022 Volume 13, Page(s) 853830

Abstract: Early in the COVID-19 pandemic, journalists and scholars noted differences between Asians and North Americans in their support for public mask use. These differences were primarily assumed to be due d to variations in ethnocultural norms and practices. ... ...

Abstract	Early in the COVID-19 pandemic, journalists and scholars noted differences between Asians and North Americans in their support for public mask use. These differences were primarily assumed to be due d to variations in ethnocultural norms and practices. To better ascertain people's motives for wearing masks and potential cultural differences in these rationales, this comparative, mixed-methods research examines Chinese and non-East Asian Canadians' mask use attitudes utilizing online group interviews (Study 1) and a nation-wide survey (Study 2) Study 1, conducted in the early stages of the pandemic, captured an ambivalent, yet evolving attitude toward public mask use among the non-East Asian Canadians, which differed from their Chinese counterparts who more uniformly perceived mask use favorably. Study 2, conducted 2 months later, suggests that both groups primarily wore masks for disease protection- and prevention-related reasons. However, age and education appeared to influence the mask wearing frequency of the non-East Asian Canadians, for whom public mask use was less prevalent and normative. The attitudinal differences in public mask use call for targeted strategies to support mask wearing for different ethnocultural groups, which may be achieved partially through enhancing interethnic understanding on the diversified use of and opinions about masks. The findings suggest that favorable social norms, along with evidence-based information campaigns involving personal appeals may encourage greater mask use by the non-East Asian population.
Language	English
Publishing date	2022-03-17
Publishing country	Switzerland
Document type	Journal Article
ZDB-ID	2563826-9
ISSN	1664-1078
ISSN	1664-1078
DOI	10.3389/fpsyg.2022.853830
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Article: COVID discrimination experience: Chinese Canadians' social identities moderate the effect of personal and group discrimination on well-being.

Lou, Nigel Mantou / Noels, Kimberly A / Kurl, Shachi / Zhang, Ying Shan Doris / Young-Leslie, Heather

Cultural diversity & ethnic minority psychology

2022 Volume 29, Issue 2, Page(s) 132–144

Abstract: Objective: The coronavirus disease (COVID-19) pandemic has amplified preexisting racism and xenophobia. In this study, we investigated (a) whether perceived personal and group discrimination make distinct contributions to Chinese Canadians' negative ... ...

Abstract	Objective: The coronavirus disease (COVID-19) pandemic has amplified preexisting racism and xenophobia. In this study, we investigated (a) whether perceived personal and group discrimination make distinct contributions to Chinese Canadians' negative affect and concern that the heightened discrimination they experienced during the pandemic will continue after the pandemic; (b) whether Canadian and Chinese identities and social support moderate the effect of discrimination on this concern; and (c) whether race-based rejection sensitivity (RS) explains why each type of discrimination predicts negative affect and expectation of future discrimination. Method: A sample of Chinese Canadian adults across Canadian provinces ( Results: Personal and group discrimination were intercorrelated and positively associated with negative emotion and expectation of future discrimination. Chinese Canadians who identified more strongly as Chinese experienced a less adverse impact related to group discrimination. However, those who identified more (vs. less) strongly as Canadians were more likely to be impacted by personal discrimination. Finally, path analysis revealed that both personal and group discrimination were positively associated with RS, which in turn predicted an expectation that long-lasting racism would continue after the pandemic. Conclusion: Group and personal discrimination play different roles in Chinese Canadians' experiences during and expectations after the pandemic. Maintaining Chinese identity can be beneficial to Chinese Canadians, particularly in mitigating the negative effect of group discrimination during the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
MeSH term(s)	Adult ; Female ; Humans ; Male ; Asian People ; Canada ; East Asian People ; Racism/psychology ; Social Identification
Language	English
Publishing date	2022-01-13
Publishing country	United States
Document type	Journal Article
ZDB-ID	1463411-9
ISSN	1939-0106 ; 1099-9809
ISSN (online)	1939-0106
ISSN	1099-9809
DOI	10.1037/cdp0000519
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ab Jg. 2022: Lesesaal (EG)

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Article ; Online: Public Health Messages About Face Masks Early in the COVID-19 Pandemic: Perceptions of and Impacts on Canadians.

Zhang, Ying Shan Doris / Young Leslie, Heather / Sharafaddin-Zadeh, Yekta / Noels, Kimberly / Lou, Nigel Mantou

Journal of community health

2021 Volume 46, Issue 5, Page(s) 903–912

Abstract: Early in the COVID-19 pandemic, Canadians faced much ambiguity in the public health messages around face mask use. As public health messaging plays a pivotal role in the provision of directives during a health crisis, this study examines Canadians' ... ...

Abstract	Early in the COVID-19 pandemic, Canadians faced much ambiguity in the public health messages around face mask use. As public health messaging plays a pivotal role in the provision of directives during a health crisis, this study examines Canadians' opinions on the early messaging they received regarding personal protection, especially around mask use, with the goal of identifying potential improvements to strengthen future health messaging. Nine online focus group interviews with 47 Canadians were conducted. These natural conversations focused on personal protective equipment (PPE) choices, mask-relevant public health information sources, and advice to Canadian authorities to improve public health messaging on mask use. Responses were imported into NVivo for thematic analysis. Four meta-themes of relevance were identified. Despite demonstrating trust in scientific evidence and public health authorities, the inconsistencies in public health messaging fostered confusion, and induced mistrust toward health professionals. Further, several information deficits were identified pertaining to the scientific efficacy, safe use, and disposal of masks. Rooted in loyalty to healthcare workers, these Canadians eschewed using medical grade masks during PPE shortages to ensure a sufficient supply for medical workers. The findings stress that consistency in public health messages should be prioritized, with necessary changes clearly justified and explained. More information should reach the public on the scientific benefits and proper use of masks. Public health recommendations should be evidence-based, simple, transparent, and realistic in the current circumstances to guide Canadians to make more informed personal protection choices in the rapidly evolving pandemic.
MeSH term(s)	COVID-19/epidemiology ; COVID-19/prevention & control ; Canada ; Health Communication ; Humans ; Masks ; Pandemics/prevention & control ; Perception ; Public Health ; SARS-CoV-2 ; Trust
Language	English
Publishing date	2021-02-20
Publishing country	Netherlands
Document type	Journal Article
ZDB-ID	426631-6
ISSN	1573-3610 ; 0094-5145
ISSN (online)	1573-3610
ISSN	0094-5145
DOI	10.1007/s10900-021-00971-8
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