Teacher Mindsets Concerning the Malleability of Intelligence and the Appraisal of Achievement in the Context of Feedback

Frontiers in Psychology

Emmy De Kraker-Pauw¹ 

关键词: teacher beliefs;    malleability of intelligence;    mindset;    appraisal of achievement;    feedback;   

DOI  :  10.3389/fpsyg.2017.01594

学科分类：心理学（综合）

来源: Frontiers

【 摘 要 】

The pedagogical beliefs (e.g., beliefs or “mindsets” concerning the malleability of intelligence) that teachers hold may have a far-reaching impact on their teaching behavior. In general, two basic mindsets can be distinguished with regard to the malleability of intelligence: fixed (entity) and growth (incremental). In this article, we present two studies investigating the associations between teachers' mindset and (1) their appraisal of students' achievements and (2) the feedback they provide. Study 1 focuses on the associations between mindset and appraisal. The findings reveal an association between growth mindset and the appraisal of increasing student achievements. Study 2 investigates the impact of teachers' mindset on the amount and type of oral feedback they provide to their students. Contrarily to expectations, the findings reveal a significant negative correlation between mindset and the amount of feedback.

【 授权许可】

CC BY