Mindset, Motivation, and Teaching Practice: Psychology Applied to Understanding Teaching and Learning in STEM Disciplines.

Psychological theories of motivation and performance are relevant to teaching and learning in the science, technology, engineering, and mathematics (STEM) disciplines. The present study applies Dweck's mindset theory of motivation to an examination of the relationship among instructor mindset, instructor motivational attitudes, and the use of effective teaching practices. Faculty members who teach undergraduate courses in STEM disciplines completed a survey designed to assess fixed versus growth mindset, mastery orientation (measures of motivation and efficacy), and teaching practices.

Love attitudes and relationship experience.

The present study examined the association of love attitudes with the initiation, maintenance, and dissolution of relationships. Respondents completed the Love Attitudes Scale and a questionnaire designed to measure experiences at each stage of relationship development. Ludus was relevant to all stages of relationship development; ludic attitudes were associated with absence of concern for partner loyalty, short and uncommitted relationships, and positive feelings about relationship dissolution.

Distinguishing among nondirect forms of aggression.

This study explored the relationships and differences among two measures of indirect aggression [Bjorkqvist et al., 1994; Richardson and Green, 1997] and one of relational aggression [Crick and Grotpeter, 1995]. Over 300 students (mean age 22.

Role of prevolitional processes in aggressive behavior: the indirect influence of goal.

The central aim of this article is to investigate the relationship between prevolitional processes and aggressive behavior. More specifically, the role of the goal underlying aggressive behavior was examined. A model of attitude, the Extended Model of Goal-directed Behavior, was tested with structural equation models to analyze the process that leads to the verbally aggressive behavior of calling someone names.

Measuring direct and indirect aggression: behavior of is there a response bias?

Critics of self-report methods suggest that participants are likely to underreport their own negative behaviors given concerns about social desirability. The current study examined the problem of self-report bias by comparing individuals' estimates of their own and others' aggressive behavior. Undergraduate students (95 women, 50 men) completed the Richardson Conflict Response Questionnaire with regard to either their own behavior or that of another person of the same sex.