Employment mindsets for promoting job-skill training

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Unemployed and underemployed adults in the United States are not getting trained fast enough to meet demand in "middle-skilled" fields such as healthcare support, some skilled manual trades, and some computer programming jobs (National Skills Coalition, 2017; National Academies of Sciences & Medicine, 2017). Research suggests that psychological factors play an important mediating role in the decision to get job-skill training (Colquitt, LePine, & Noe, 2000). In this dissertation, I apply an academic mindset framework (Paunesku, 2015) to the domain of job-skill training by exploring two novel "employment mindsets": a growth mindset about job skills (a belief in "skill-acquirability"), and the belief that there are good jobs available to be claimed in the economy (a belief in "job-availability"). In Chapters 1-3, I provide evidence from ~6,000 US adults that both of these employment mindsets can be influenced with targeted activities and that this influence translates into changes in self-reported intent to seek training. Employment mindsets may also play a role in the decisions of supporters and gatekeepers in society who can make training easier or harder to obtain for others. In Chapters 4-5, I explore the relationships between employment mindsets, the willingness to politically support pro-retraining policies, and the willingness to train hypothetical applicants of different backgrounds in a work-training scenario.


Type of resource text
Form electronic resource; remote; computer; online resource
Extent 1 online resource.
Place California
Place [Stanford, California]
Publisher [Stanford University]
Copyright date 2018; ©2018
Publication date 2018; 2019
Issuance monographic
Language English


Author Greene, Daniel
Degree supervisor Domingue, Ben
Degree supervisor Dweck, Carol S, 1946-
Thesis advisor Domingue, Ben
Thesis advisor Dweck, Carol S, 1946-
Thesis advisor Mitchell, John C
Degree committee member Mitchell, John C
Associated with Stanford University, Graduate School of Education


Genre Theses
Genre Text

Bibliographic information

Statement of responsibility Daniel Greene.
Note Submitted to the Graduate School of Education.
Thesis Thesis Ph.D. Stanford University 2019.
Location electronic resource

Access conditions

© 2018 by Daniel Greene
This work is licensed under a Creative Commons Attribution Non Commercial Share Alike 3.0 Unported license (CC BY-NC-SA).

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