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Marketing students often engage in complex, project-based work such as strategic planning, presentations, and real-world client interaction that demands persistence, adaptability, and performance under pressure. This research examines how cultivating psychological resources such as a growth mind-set and cognitive reappraisal contributes to the academic success and the mental well-being of marketing and business students. Using a mixed-method approach, the study draws on qualitative insights from marketing students (n = 18) and survey data (n = 303) from undergraduate marketing and business students. Findings reveal that a growth mind-set is positively related to academic performance and negatively related to impostor syndrome. Furthermore, impostor syndrome is inversely associated with flourishing mental health, while flourishing mental health is positively related to academic performance. The results also demonstrate that the use of cognitive reappraisal as an emotion regulation strategy results in an important boundary condition by enhancing the relationship between a growth mind-set and mental wellness. This research offers practical implications for curriculum design and instructional strategies that promote cultivating a growth mind-set orientation and enlisting adaptive emotion regulation. By integrating growth mind-set principles and cognitive reappraisal techniques into educational interventions, institutions can enhance both academic engagement and mental well-being in student populations.
Kemp et al. (Sat,) studied this question.
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