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Document Type (Journals)

Original Research

Abstract

In educational settings, maladaptive mindsets refer to negative and counterproductive thoughts or beliefs that can adversely impact one’s ability to learn, engage, and respond to challenges. This scoping review aimed to examine how maladaptive mindsets are represented in occupational therapy education literature and their reported impacts on student learning, mental health, and well-being. Following PRISMA-ScR and established scoping review methodologies, a comprehensive search of six databases yielded 497 unique articles from the last two decades. Only four of the articles met inclusion criteria after screening and full text review. Data was extracted from the four selected articles and analyzed using a structured coding process and qualitative content analysis. Findings indicate an emerging, yet limited evidence base, with publications concentrated in recent years and focused exclusively on didactic educational contexts. Only two maladaptive mindsets, perfectionism and impostor phenomenon, were represented in the included articles. Reported impacts included increased stress, anxiety, depression, burnout, and impaired academic performance; alongside occasional positive effects such as healthier life choices, lower stress, and viewing academic success as a source of self-esteem. Recommendations to address maladaptive mindsets emphasized instructional strategies, assessment design, resource accessibility, supportive learning environments, and faculty-driven support. However, gaps remain in the recommendations; only a portion of the impacts that maladaptive mindsets may have on students was represented, limited attention was given to identity-related factors, lack of emphasis provided on institutional contributors, and surprisingly, direct teaching strategies were not well-represented. The findings in this review highlight a critical need for expanded research and systemic educational approaches to better understand and mitigate maladaptive mindsets in occupational therapy education, with the goal of promoting student wellbeing, resilience, and professional development.

Biography

Steven D. Taff, PhD, OTR/L, FNAP, FAOTA is Assistant Dean, Professor of Occupational Therapy and Medicine, and Director of the Teaching Scholars Program at WashU Medicine. His scholarly interests include building and evaluating inclusive learning environments, student and faculty wellbeing, teaching and learning occupation, and applied educational philosophy.

Lauren Werning, BS is an occupational therapy doctoral student at WashU Medicine. She holds a degree in Exercise Science from University of Kansas and serves as a graduate student research assistant.

Gregory O. Costas is an undergraduate Psychology and Neuroscience student at The Ohio State University, where he works as lead research assistant in a cognitive development lab. After completing his bachelor’s degree, he plans on pursuing a PhD in neuropsychology.

Kim L. Lipsey, MLS is Coordinator of Education Services for the Health Information Services department at WashU Medicine. Kim specializes in systematic and scoping review search methodologies and evidence-based medicine resource analysis.

Maribeth Clifton, OTD, OTR/L is an Assistant Professor in the Occupational Therapy Program at the University of Nebraska Medical Center in Omaha, NE. Her scholarship focuses on child and adolescent mental health, learning environments that support learner success, belonging, and professional identity formation, and community-engaged and justice-informed approaches to foster well-being.

Declaration of Interest

The authors report no declarations of interest.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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