Details

Autor(en) / Beteiligte

• Tao, Vivienne Y. K.
• Li, Yun
• Lam, Ka Hou
• Leung, Chi Wo
• Sun, Chit Iam
• Wu, Anise M. S.

Titel

From teachers’ implicit theories of intelligence to job stress: The mediating role of teachers’ causal attribution of students’ academic achievement

Ist Teil von

• Journal of applied social psychology, 2021-05, Vol.51 (5), p.522-533

Ort / Verlag

Hoboken: Wiley Subscription Services, Inc

Erscheinungsjahr

2021

Quelle

Wiley Online Library

Beschreibungen/Notizen

• To better understand the cognitive antecedents of teachers’ stress in the school setting, the effects of teachers’ beliefs regarding intelligence and their causal attributions of students’ academic performance on teachers’ job stress were examined in the current study. We recruited 271 teachers who voluntarily filled out an anonymous questionnaire. Findings demonstrated that teachers who endorsed the entity theory of intelligence tended to attribute students’ poor performance to students’ inability but not lack of effort. Results showed a positive relationship between teachers’ fixed view of intelligence and job stress, and this relationship was mediated by teachers’ attributing students’ poor performance to students’ lack of ability, even after controlling for teacher efficacy. We suggest to promote the psychological health of teachers by incorporating intelligence mindset and attribution training programs in preservice teacher education, professional development, and cognitive behavioral stress intervention for in‐service teachers.