Description
Mindsets are crucial factors for individuals’ adaptive behaviour in educational contexts. In meaning systems, associations between mindsets and behaviour are mediated through motivational aspects. It is assumed that students should also benefit from teachers adopting a growth mindset, but even though many studies have investigated the 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). 650 Austrian in-service teachers (69.6% female; mean age 45.1 years; SD = 11.3) provided answers to the survey. Data were analysed using latent mediation modelling with fixed mindset as a predictor, self-efficacy, mastery goals, performance-avoidance goals as mediators, and the 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 link. In conclusion, the study’s findings support the idea that a meaning system approach is also valid for teachers and provides insights into the interplay between mindset, self-efficacy beliefs, achievement goals, and classroom practices.| Period | 28 Aug 2024 |
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| Event title | International Conference on Motivation & Emotion 2024 |
| Event type | Conference |
| Location | Bern, SwitzerlandShow on map |
Keywords
- teacher mindset
- meaning system approach
- classroom goal structure