Zhang Leigang, Zhang Yuzhu
School of Psychology, Inner Mongolia Normal University, Hohhot, Inner Mongolia Autonomous Region, People's Republic of China.
School of Teacher Education, Shaoxing University, Shaoxing, Zhejiang Province, People's Republic of China.
Psychol Res Behav Manag. 2021 Oct 9;14:1675-1689. doi: 10.2147/PRBM.S330961. eCollection 2021.
Given that extensive studies have documented the wide-ranging benefits of living a calling, determining whether and how living a calling can be improved is of great importance. Although recent research implies that a growth mindset about work may link to self-regulatory processes and living a calling, little research to date has directly examined the relationships between these variables. Building on Burnette's SOMA model, this study was designed to examine the premise that a growth mindset about work was a predictor of living a calling and to explore the mediating role of self-regulation in the growth mindset about work-living a calling link.
This cross-sectional study was conducted among educational professionals in China. Data were collected from 608 primary and secondary school teachers on growth mindsets about work, self-regulation and living a calling. A structural equation model was used to test the hypothesis that self-regulation would mediate the relationship between a growth mindset about work and living a calling.
Consistent with our premise, a growth mindset about work was positively associated with living a calling. Also, a growth mindset about work was significantly associated with self-regulation strategies in terms of goal setting, perseverance, decision making, and learning from mistakes. As hypothesized, a growth mindset about work was related to higher levels of living a calling via goal setting, perseverance, and learning from mistakes.
The findings contribute to the increasing breadth of the growth mindset literature across various contexts and its consequences for one's living a calling, which expand the nomological web of correlates of growth mindset about work. Furthermore, these findings suggest that fostering a growth mindset about work may facilitate adaptive behaviors and, thereby, serve as a calling intervention.
鉴于大量研究已证明拥有使命感能带来广泛益处，确定能否以及如何提升使命感至关重要。尽管近期研究表明对工作持成长型思维可能与自我调节过程及拥有使命感相关，但迄今为止几乎没有研究直接考察这些变量之间的关系。基于伯内特的SOMA模型，本研究旨在检验关于工作的成长型思维是拥有使命感的预测因素这一前提，并探讨自我调节在关于工作的成长型思维与拥有使命感之间的联系中所起的中介作用。
本横断面研究在中国的教育专业人员中进行。收集了608名中小学教师关于工作成长型思维、自我调节和拥有使命感的数据。采用结构方程模型来检验自我调节会中介关于工作的成长型思维与拥有使命感之间关系的假设。
与我们的前提一致，关于工作的成长型思维与拥有使命感呈正相关。此外，关于工作的成长型思维在目标设定、毅力、决策和从错误中学习等方面与自我调节策略显著相关。如假设所示，关于工作的成长型思维通过目标设定、毅力和从错误中学习与更高水平的拥有使命感相关。
这些发现有助于拓展成长型思维文献在各种背景下的广度及其对拥有使命感的影响，从而扩展了关于工作的成长型思维相关因素的理论网络。此外，这些发现表明培养关于工作的成长型思维可能会促进适应性行为，进而作为一种使命感干预措施。
