Teacher mindset is associated with development of students' growth mindset

Mesler, Rhiannon MacDonnell; Corbin, Catherine M.; Martin, Brittany Harker

doi:10.1016/j.appdev.2021.101299

Cited by 48 publications

(30 citation statements)

References 55 publications

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“…While the amount of variance that teacher mindsets accounted for was modest, this does represent an area that can potentially have a positive impact on both teachers and students. Given that teachers’ mindsets are malleable (e.g., Patrick & Joshi, 2019; Rissanen et al, 2019; Seaton, 2018), and students of teachers with growth mindsets evidence stronger academic performance and more positive mindsets themselves (e.g., Bostwick et al, 2020; Mesler et al, 2021), we encourage general and special education teachers to examine their own mindsets and adjust them as needed. This can be promoted through personal efforts by individual teachers or more systematic efforts involving schools or teacher education programs.…”

Section: Discussionmentioning

confidence: 99%

“…Much less research has examined teachers’ mindsets and their relation to teaching or student achievement. While relatively few in number, studies with teachers have investigated a range of topics including the mindsets held by teachers (e.g., Graham et al, 2023; Ilhan-Beyazatas & Dawson, 2017; Jones et al, 2012), relationships between teacher and student mindsets and students’ academic performance (e.g., Bostwick et al, 2020; Mesler et al, 2021), and the effectiveness of training designed to promote a growth mindset among teachers (e.g., Patrick & Joshi, 2019; Rissanen et al, 2019; Seaton, 2018). In order to better understand the relationships that exist between teachers’ mindsets, their teaching practices, and ultimately students’ beliefs and academic progress, more research is needed in this area, including how teachers’ mindsets are related to their teaching practices (the focus of this investigation).…”

Section: Mindset Theorymentioning

confidence: 99%

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Do Special and General Education Teachers’ Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices?

2023

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Seventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of writing and intelligence. Collectively, these teachers’ mindsets predicted writing frequency (i.e., frequency of students’ writing) and how often they taught writing skills and processes once variance due to teachers’ preparation, efficacy to teach writing, teaching experience, and type of teacher was first controlled. The observed relationships between teachers’ mindsets and reported practices for teaching writing were not mediated by type of teacher (i.e., general or special education). General and special education teachers did not differ in writing frequency for three types of writing collectively (narrative, informative, and persuasive) or how frequently they made 18 adaptations for teaching writing collectively, but general education teachers reported teaching writing skills and processes more often than their special education counterparts. Recommendations for future research and implications for practice are presented.

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Section: Discussionmentioning

confidence: 99%

Section: Mindset Theorymentioning

confidence: 99%

Do Special and General Education Teachers’ Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices?

2023

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“…Teachers' fixed-mindset beliefs can influence children's academic achievement via self-views. In third-to-10th-grade classrooms in low-SES and remote rural areas across the United States and Canada, when teachers held more of a fixed mindset, their students developed more of a fixed mindset (Mesler et al, 2021). Although evidence in children is lacking, university students who perceive that their professors endorse more of a fixed mindset hold more of a fixed mindset themselves and experience increased psychological vulnerability, which predicts greater dropout intentions, lower class attendance, less class engagement, reduced interest, and worse grades (Muenks et al, 2020).…”

Section: Teacher Ability Estimatesmentioning

confidence: 99%

Unequal selves in the classroom: Nature, origins, and consequences of socioeconomic disparities in children’s self-views.

Brummelman,

Sedikides

2023

Developmental Psychology

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Children from low socioeconomic status (SES) backgrounds often have more negative self-views than their peers. How are these self-views shaped by teacher-student interactions in the classroom, and what are the consequences of these self-views for achievement inequality? We present a developmental framework addressing these questions by bridging insights from the psychological, educational, and sociological literatures. We show that children from low-SES backgrounds perceive themselves as less intelligent, less able to grow their intelligence, less deserving, and less worthy, independent of their actual abilities and achievements. We demonstrate how negative intellectual stereotypes-expressed through daily interactions with teachers in classrooms, such as teachers' expectations, feedback, and attention-undercut the self-views of children from low-SES backgrounds. We also show how this process can be exacerbated by institutional and cultural values reflecting a belief in meritocracy (e.g., schools that encourage competition, emphasize raw ability, and attribute achievement inequality to intrinsic factors), which are common in countries with high income inequality and rigid between-school tracking. The ensuing more negative self-views introduce psychological barriers that undermine the academic achievement of children from low-SES backgrounds, thereby reinforcing achievement inequality. This represents an enormous loss of potential and perpetuates harm into adulthood. Socioeconomic disparities in self-views can emerge early in life and widen with age, underlining the need for developmental research and timely intervention. We discuss implications for studying the nature, origins, and consequences of socioeconomic disparities in self-views, and for designing interventions to reduce achievement inequality. Public Significance StatementChildren from low socioeconomic status (SES) backgrounds often have more negative self-views than their peers. How are these self-views shaped by teacher-student interactions, and how do these selfviews affect academic achievement? We show that these self-views emerge, in part, because children from low-SES backgrounds are exposed to denigrating messages about their ability, even when their achievements and abilities are equal to those of their peers. Their self-views, in turn, undermine academic achievement, reinforcing achievement inequality.

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“…Extant research found that individuals' characteristics such as core self-evaluation (Ding and Lin, 2020 ), proactive personality (Yi-Feng Chen et al, 2021 ), and strengths endorsement (Tang et al, 2019 ) contribute to enhanced strengths use. Nevertheless, we have yet to know whether growth mindset as a crucial individual characteristic (Mesler et al, 2021 ) relates to strengths use. This study believes that growth mindset is positively related to strengths use because individuals with a growth mindset tend to consider their strengths as malleable and are more likely to deploy their strengths in various positive ways (Jach et al, 2018 ).…”

Section: Theory and Hypothesesmentioning

confidence: 99%

Employee Growth Mindset and Innovative Behavior: The Roles of Employee Strengths Use and Strengths-Based Leadership

Liu

Tong

2022

Front. Psychol.

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This study aimed to investigate the relationship of employee growth mindset with innovative behavior and the mediating role of use of strength as well as the moderating role of strengths-based leadership in this relationship. Data with a sample of 244 employees working in diverse Chinese organizations were collected at two points in time. Results of bootstrapping analyses demonstrated that growth mindset is positively related to innovative behavior, employee strengths use partially mediates the positive relationship of growth mindset with innovative behavior, and strengths-based leadership strengthens the direct relationship between employee growth mindset and innovative behavior and the indirect relationship of employee growth mindset with innovative behavior via strengths use. This study advances growth mindset and innovative behavior theories and research.

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Teacher mindset is associated with development of students' growth mindset

Cited by 48 publications

References 55 publications

Do Special and General Education Teachers’ Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices?

Do Special and General Education Teachers’ Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices?

Unequal selves in the classroom: Nature, origins, and consequences of socioeconomic disparities in children’s self-views.

Employee Growth Mindset and Innovative Behavior: The Roles of Employee Strengths Use and Strengths-Based Leadership

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