Implementing and Evaluating Growth Mindset Pedagogy – A Study of Finnish Elementary School Teachers

Rissanen, Inkeri; Laine, Sonja; Puusepp, Ita; Kuusisto, Elina; Tirri, Kirsi

doi:10.3389/feduc.2021.753698

Cited by 15 publications

(22 citation statements)

References 55 publications

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“…These findings are in line with the current literature. Multiple empirical research has suggested that teachers and students with a growth mindset, show more sophisticated beliefs and effective actions and characters ( Aronson et al, 2002 ; Blackwell et al, 2007 ; Rissanen et al, 2018a , b , 2019 , 2021 ; DeLuca et al, 2019 ; Dweck and Yeager, 2019 ; Burnette et al, 2020 ; Yeager and Dweck, 2020 ; Wang et al, 2021 ). These findings show that teachers’ mindset has a significant effect on their pedagogical thinking, decisions, and actions toward students.…”

Section: Discussionmentioning

confidence: 99%

“…In general, the results of these studies have found that students “who hold more of a growth mindset are more likely to thrive in the face of difficulty and continue to improve, while those who hold more of a fixed mindset may shy away from challenges or fail to meet their potential” ( Yeager and Dweck, 2020 , p. 1; see Dweck and Yeager, 2019 ). Another major tendency in research on mindset focuses on how teachers’ mindset is presented in their pedagogical practices and how that can be integrated into teacher education programs ( Rissanen et al, 2018a , b , 2019 , 2021 ; DeLuca et al, 2019 ). The results of these studies suggest that teachers’ mindsets “influence their ways of interpreting students’ behavior, learning, and achievements, which in turn guide teachers’ pedagogical thinking as well as their practices for motivating the students” ( Rissanen et al, 2018a , p. 487).…”

Section: Research Conceptual Framework and Hypothesesmentioning

confidence: 99%

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Empirical model of teachers’ neuroplasticity knowledge, mindset, and epistemological belief system

Gholami

Alikhani²,

Tirri³

2022

Front. Psychol.

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Educational research has shown that teachers’ knowledge and beliefs are two important variables that significantly affect their pedagogical practice and decisions. Relying on the premise that knowledge is superior to beliefs in a pure epistemic dimension and rooted in the previous empirical studies, we examined the hypothesis that teachers’ knowledge of neuroplasticity affects their epistemological belief system mediated by mindset. Using a survey consisting of established scales about these variables, we collected data from a sample of 345 teachers. Structural equation modeling was performed to test the hypothesis. Results showed that the path coefficients (direct effects) from teachers’ knowledge of neuroplasticity to their mindset and epistemological belief system were statistically significant. In other words, we found that teachers with a higher score in the knowledge of neuroplasticity had a growth mindset and a sophisticated epistemological belief system. Teachers’ knowledge of neuroplasticity also had an indirect effect on their epistemological belief system mediated by mindset. This result has a conceptual contribution to the literature because it suggests that teachers’ knowledge of neuroplasticity is a predicting variable for mindset and epistemological belief system. In practice, it provides us with a tool for developing teachers’ growth mindset and sophisticated epistemological beliefs.

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Section: Discussionmentioning

confidence: 99%

Section: Research Conceptual Framework and Hypothesesmentioning

confidence: 99%

Empirical model of teachers’ neuroplasticity knowledge, mindset, and epistemological belief system

Gholami

Alikhani²,

Tirri³

2022

Front. Psychol.

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“…Additionally, previous studies from Finland and Estonia demonstrate that the majority of teachers, students, and parents adhere to an incremental view of intelligence (Kuusisto et al, 2017;Aus et al, 2019;Zhang et al, 2020;Toivanen, 2022). However, empirical studies suggest that a self-rated incremental view of intelligence is not always manifested in actual teaching and learning (Aus et al, 2019;Rissanen et al, 2021). Rather, subjects may claim to hold a growth mindset simply because it is more socially desirable than a fixed mindset (Trzesniewski et al, 2021).…”

Section: Perspectives On Intelligencementioning

confidence: 99%

“…Rather, subjects may claim to hold a growth mindset simply because it is more socially desirable than a fixed mindset (Trzesniewski et al, 2021). In such situations, the mindset can be manifested as a "false growth mindset" (Aus et al, 2019;Rissanen et al, 2021). Furthermore, Kärkkäinen and Räty (2010) have shown that while Finnish teachers typically exhibit a growth mindset toward low academic achievers-i.e., these students possess the potential to develop in their academic studies-they nevertheless display an entity-view mindset toward high academic achievers (see also Patterson et al, 2016;Rissanen et al, 2019), indicating the domain specificity of intelligence mindsets.…”

Section: Perspectives On Intelligencementioning

confidence: 99%

Finnish and Estonian teachers’ views on the nature of intelligence

Ronkainen

Kuusisto²,

Eisenschmidt³

et al. 2022

Front. Educ.

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The purpose of this study was to investigate Finnish (n = 226) and Estonian (n = 347) teachers’ views on the nature of intelligence. The study utilized a survey that included a qualitative, open-ended question about teachers’ definition of intelligence and the quantitative inventory Implicit Theories of Intelligence (ITI). We then employed a convergent mixed-method design to understand teachers’ views on the nature of intelligence. These views were divided into four main categories: the multidimensional nature of intelligence, manifestational nature of intelligence, developmental nature of intelligence, and creative nature of intelligence. Teachers from both countries highlighted cognitive features, such as memory, information processing, and problem-solving skills, as a part of the multidimensional nature of intelligence. In addition, teachers viewed intelligence as developmental when measured with the ITI inventory, indicating that intelligence is considered incremental. Lastly, when triangulating the qualitative and quantitative data of teachers’ views on the nature of intelligence, only one statistically significant difference was found. Teachers with an entity view of intelligence also mentioned entity features in their own descriptions. The results showed that teachers views’ on the nature of intelligence are rather broad; however, in future studies, teacher interviews and classroom observation might provide even more profound understanding of teachers’ views on this topic.

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“…This project uses a multidisciplinary approach to investigate the mindsets of elementary school students ( Laine et al, 2022 ) and their parents ( Levinthal et al, 2021 ) as well as the beliefs and pedagogical practices of teachers ( Rissanen et al, 2019 ). Additionally, the project aims to develop an intervention program to be used by teachers in Finland to support the development of their elementary school students’ growth mindsets ( Rissanen et al, 2021 ). The main aim of the present study was to explore the development of the associations between elementary school students’ mindsets and the attentional neural processing of feedback.…”

Section: Introductionmentioning

confidence: 99%

Development of associations between elementary school students’ mindsets and attentional neural processing of feedback in an arithmetic task

et al. 2023

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The aim of this study was to examine the development of the associations between elementary school students’ mindsets and the attentional neural processing of positive and negative feedback in math. For this, we analyzed data collected twice from 100 Finnish elementary school students. During the autumn semesters of their 3rd and 4th grade, the participants’ general intelligence mindset and math ability mindset were measured with a questionnaire, and their brain responses elicited by performance-relevant feedback were recorded during an arithmetic task. We found that students’ fixed mindsets about general intelligence and math ability were associated with greater attention allocated to positive feedback as indicated by a larger P300. These associations were driven by the effects of mindsets on attention allocation to positive feedback in grade 4. Additionally, 4th graders’ more fixed general intelligence mindset was marginally associated with greater attention allocated to negative feedback. In addition, the effects of both mindsets on attention allocation to feedback were marginally stronger when the children were older. The present results, although marginal in the case of negative feedback and mainly driven by effects in grade 4, are possibly a reflection of the greater self-relevance of feedback stimuli for students with a more fixed mindset. It is also possible that these findings reflect the fact that, in evaluative situations, mindset could influence stimulus processing in general. The marginal increase in the effects of mindsets as children mature may reflect the development of coherent mindset meaning systems during elementary school years.

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Implementing and Evaluating Growth Mindset Pedagogy – A Study of Finnish Elementary School Teachers

Cited by 15 publications

References 55 publications

Empirical model of teachers’ neuroplasticity knowledge, mindset, and epistemological belief system

Empirical model of teachers’ neuroplasticity knowledge, mindset, and epistemological belief system

Finnish and Estonian teachers’ views on the nature of intelligence

Development of associations between elementary school students’ mindsets and attentional neural processing of feedback in an arithmetic task

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