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Article: Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement

TitleMindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement
Authors
KeywordsTeacher engagement
Mindsets about teaching ability
Teacher emotions
Growth mindset
Issue Date2020
Citation
Current Psychology, 2020 How to Cite?
AbstractResearch on mindsets have mostly focused on students’ beliefs about the malleability of their intelligence. However, past studies have not explored how teachers’ beliefs about the malleability of their teaching ability is associated with teaching emotions and work engagement. Akin to intelligence mindsets, teachers might also hold either a fixed or growth mindset towards their teaching ability. We tested a model wherein teachers’ emotions (i.e., enjoyment, anger, and anxiety) mediated the relationship between mindsets about teaching ability and engagement. A total of 547 teachers (Mage = 39, SDage = 8.63 years; 89.6% female) completed questionnaires on mindsets about teaching ability, emotions, and work engagement. Results showed that holding a growth mindset about one’s teaching ability positively predicted enjoyment, which in turn, predicted engagement. Theoretical and practical implications are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/302271
ISSN
2023 Impact Factor: 2.5
2023 SCImago Journal Rankings: 1.001
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorFrondozo, Cherry E.-
dc.contributor.authorKing, Ronnel B.-
dc.contributor.authorNalipay, Ma Jenina N.-
dc.contributor.authorMordeno, Imelu G.-
dc.date.accessioned2021-08-30T13:58:08Z-
dc.date.available2021-08-30T13:58:08Z-
dc.date.issued2020-
dc.identifier.citationCurrent Psychology, 2020-
dc.identifier.issn1046-1310-
dc.identifier.urihttp://hdl.handle.net/10722/302271-
dc.description.abstractResearch on mindsets have mostly focused on students’ beliefs about the malleability of their intelligence. However, past studies have not explored how teachers’ beliefs about the malleability of their teaching ability is associated with teaching emotions and work engagement. Akin to intelligence mindsets, teachers might also hold either a fixed or growth mindset towards their teaching ability. We tested a model wherein teachers’ emotions (i.e., enjoyment, anger, and anxiety) mediated the relationship between mindsets about teaching ability and engagement. A total of 547 teachers (Mage = 39, SDage = 8.63 years; 89.6% female) completed questionnaires on mindsets about teaching ability, emotions, and work engagement. Results showed that holding a growth mindset about one’s teaching ability positively predicted enjoyment, which in turn, predicted engagement. Theoretical and practical implications are discussed.-
dc.languageeng-
dc.relation.ispartofCurrent Psychology-
dc.subjectTeacher engagement-
dc.subjectMindsets about teaching ability-
dc.subjectTeacher emotions-
dc.subjectGrowth mindset-
dc.titleMindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s12144-020-01008-4-
dc.identifier.scopuseid_2-s2.0-85089753706-
dc.identifier.eissn1936-4733-
dc.identifier.isiWOS:000561483300002-

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