Teachers’ mindset meaning system: achievement goals, beliefs and classroom practices

Marko Lüftenegger (Korresp. Autor*in), Joy Muth

Veröffentlichungen: Beitrag in FachzeitschriftArtikelPeer Reviewed

Abstract

Mindsets are crucial factors for individuals’ adaptive behavior in educational contexts. In meaning systems, these associations between mindsets and behavior are mediated through motivational aspects. It is generally assumed that students should also benefit if teachers adopt a growth mindset. Even though many studies have investigated mindset processes of students, analyses of teachers’ meaning systems are lacking. This study, therefore, examines relationships between teachers’ mindsets, self-efficacy, achievement goals (mastery, performance-avoidance), and instructional practices (goal structure dimensions of task, autonomy, recognition, grouping, evaluation, time). The sample of the questionnaire study comprises 650 Austrian in-service teachers (69.6% female; mean age 45.1 years; SD = 11.3) with an average of 19 years of teaching experience. Data was analyzed using latent mediation modeling with fixed mindset as a predictor, self-efficacy, mastery goals, performance-avoidance goals as mediators, and six mastery classroom goal structure dimensions as outcomes. The results indicated positive relations between a fixed mindset with performance-avoidance goals and negative relations with self-efficacy and mastery goals. Mastery goals and self-efficacy negatively fully mediated the effects of fixed mindsets on five of six mastery goal structure dimensions. No mediation was found for performance-avoidance goals except for the fixed mindset-autonomy and fixed mindset-grouping links. To conclude, the study’s findings support that a meaning system approach is also valid for teachers and provide insights into the associations between mindset, self-efficacy beliefs, achievement goals, and classroom practices.
OriginalspracheEnglisch
Seiten (von - bis)2923-2942
Seitenumfang20
FachzeitschriftSocial Psychology of Education: An International Journal
Jahrgang27
Ausgabenummer6
Frühes Online-Datum9 Sept. 2024
DOIs
PublikationsstatusVeröffentlicht - Dez. 2024

ÖFOS 2012

  • 501013 Motivationspsychologie
  • 501016 Pädagogische Psychologie

Zitationsweisen