Associations between mindset and psychological wellbeing in pharmacy students at two U.S. schools of pharmacy

This study examined the distribution of mindset types among pharmacy students, evaluated the relationship between mindset and psychological wellbeing, and identified demographic and contextual factors associated with these constructs.

A cross-sectional survey was administered to professional pharmacy students (P1-P4) at two private U.S. schools of pharmacy in the 2024-25 academic year. Mindset was measured using the eight-item Implicit Theories of Intelligence scale, and psychological wellbeing was assessed using the 18-item Ryff Psychological Wellbeing Scale. Descriptive and inferential statistical analyses were conducted.

Of 289 respondents (response rate = 82.5%), 264 were included in the final analysis after exclusion of 25 cases with missing mindset and psychological wellbeing data. Participants were predominantly female, single, aged 25-29 years, enrolled at Loma Linda University, and reported a cumulative GPA ≥3.0. Most students endorsed growth-oriented beliefs (63.2%), though a meaningful proportion demonstrated fixed or mixed mindsets (36.8%). Psychological wellbeing differed across mindset types, with students endorsing a strong growth mindset reporting higher wellbeing than those with fixed or mixed mindsets. Those with growth mindsets and some fixed beliefs also demonstrated higher wellbeing than fixed-leaning students. Both mindset and wellbeing were not associated with age, marital status, race, or perceived workload (p > 0.05); however, higher wellbeing was observed among male students, those with higher GPAs, and those reporting greater religiosity or spirituality. Differences in mindset distribution were noted between institutions and students with different religiosity and spirituality.

Mindset was associated with psychological wellbeing among pharmacy students. Cultivating growth-oriented educational environments may support student wellbeing and resilience. Pharmacy programs may enhance student wellbeing by embedding growth mindset-supportive practices into teaching, assessment, and experiential education, supported by faculty and preceptor development that emphasizes feedback, reflection, and learning from challenge.