Pre-Service Teachers’ Mindset Beliefs about Student Ability

Gutshall, C. Anne

doi:10.25115/ejrep.34.14030

Cited by 22 publications

(31 citation statements)

References 22 publications

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“…While this last finding is consistent with international findings, the findings on student teacher beliefs in the Turkish context are not consistent with the findings about similar students in other countries: student teachers from the US have been found to be more likely to hold the view that intelligence is malleable rather than that it is fixed [50]; [30].…”

supporting

confidence: 71%

“…In contrast, When teachers believed that intellgence is growht they provide increased support [29]. In this context, beliefs about mindset play a role in the amount of instructional support teachers offer students, which in turn is likely to have implications for student learning [30]. Although this implications are very important, studies about the effect of both existing and prospective teachers' beliefs on students' mindsets and goal orientations are, however, limited.…”

Section: Introductionmentioning

confidence: 87%

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The Relationship between Student Teachers' Perception of Intelligence and Their Goal Orientation

Beyaztaş¹,

Kaptı²,

Hymer³

2017

ujer

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This study examines the views of student teachers in a Turkish university about intelligence (entity theory vs incremental theory) and goal orientation (performance goal orientation vs learning goal orientation) and the relationship between the two. Specifically, it seeks to understand whether there are any differences in participants' perceptions of intelligence and goal orientation across the 4-year (Years 1 to 4) teacher education programmes and across the seven disciplines (majors), and between males and females. The study includes an adaptation of the "Goal Orientation Scale", originally developed by Dweck [1], in order to measure students' goal orientation in Turkey. The study also uses the "Implicit Theory of Intelligence Scale" which was adapted into Turkish by İlhan-Beyaztaş and Hymer [2] in order to identify students' perceptions of intelligence. A group of 1409 student teachers were found to score higher on entity theory and performance goal orientation, as compared to incremental theory and learning goal orientation respectively. There also existed variations across majors, years of learning, and between genders. Positively significant relationships were found between entity theory and performance goal orientation, and between incremental theory and learning goal orientation.

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supporting

confidence: 71%

Section: Introductionmentioning

confidence: 87%

The Relationship between Student Teachers' Perception of Intelligence and Their Goal Orientation

Beyaztaş¹,

Kaptı²,

Hymer³

2017

ujer

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“…This empirical argument is meaningful to the field of teacher education because creativity has been emphasized as an integral 21st century skill in the regular education classroom (Ananiadou & Claro, 2009). Teachers' growth and fixed mindsets have been an emerging research area in teacher education (Gutshall, 2013(Gutshall, , 2014 as well as in the area of fostering creativity (Rubenstein et al, 2013). Teachers' beliefs about creativity affect their recognition of creative potential in children (Gralewski & Karwowski, 2016).…”

Section: Discussionmentioning

confidence: 99%

The Indirect Effect of Teachers’ Creative Mindsets on Teaching Creativity

Paek¹,

Sumners²

2017

Journal of Creative Behavior

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Understanding how teachers’ implicit beliefs promote and inhibit students’ creativity has important implications for fostering creativity in the classroom. This study investigated whether the effect of teachers’ fixed creative mindset on their self‐efficacy for teaching creativity was mediated by their perceptions of students’ potential and the degree to which this indirect effect varied by level of growth creative mindset. A sample of educators (N = 119) completed an online survey containing questions regarding creative mindsets, perceptions of students’ potential, self‐efficacy for teaching creativity, and a set of relevant covariates. A moderated mediation analysis indicated that the more teachers believed creativity to be innate, the less teachers tended to perceive every student to possess creative potential. Consequently, teachers’ confidence in their ability to teach for creativity was diminished. Results from the corresponding tests of simple indirect effects indicated that this negative indirect effect of a fixed creative mindset was lessened by teachers’ growth creative mindset. Taken together, the findings suggest the likely significant role of teachers’ fixed and growth creative mindsets for fostering creativity in classroom.

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“…Although the phrase "implicit theory of intelligence" was generally used in studies over the past decades, recently, mindset has been used by an increasing number of scholars (Gutshall, 2013(Gutshall, , 2014; O'Rourke, Haimovitz, Ballwebber, Dweck, & Popovic, 2014;Esparza, Shumow, & Schmidt, 2014). In current academic research, the meaning of "implicit theory of intelligence/ability" and "mindset" appears to be quite similar.…”

Section: Introductionmentioning

confidence: 99%

How Teachers’ and Students’ Mindsets in Learning Have Been Studied: Research Findings on Mindset and Academic Achievement

Zhang¹,

Kuusisto²,

Tirri³

2017

PSYCH

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Empirical research on mindset has indicated that mindset can predict numerous individual achievement, including academic, cognitive, motivational, affective and even socioeconomic, through mediation of social-cognitive approaches. The purpose of this paper is to compile and synthesize articles published from 1998 to 2017 on the relationship between mindset and academic achievement and explore the role of mindset in academic achievement. The studies indicate that students' mindsets play several roles of cause and mediator in academic achievement. Mindset can also be an outcome of students' academic achievement. Furthermore, in some studies, the relationship between mindset and achievement is non-correlational. Meanwhile, teachers' mindsets play the role of cause or mediator in students' academic achievement, but no role of outcome. Limitations and recommendations for future studies are discussed.

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Pre-Service Teachers’ Mindset Beliefs about Student Ability

Abstract: Introduction. We all have beliefs about our ability or intelligence. The extent to which we

Cited by 22 publications

References 22 publications

The Relationship between Student Teachers' Perception of Intelligence and Their Goal Orientation

The Relationship between Student Teachers' Perception of Intelligence and Their Goal Orientation

The Indirect Effect of Teachers’ Creative Mindsets on Teaching Creativity

How Teachers’ and Students’ Mindsets in Learning Have Been Studied: Research Findings on Mindset and Academic Achievement

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