Sie befinden Sich nicht im Netzwerk der Universität Paderborn. Der Zugriff auf elektronische Ressourcen ist gegebenenfalls nur via VPN oder Shibboleth (DFN-AAI) möglich. mehr Informationen...
Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement
Ist Teil von
Current psychology (New Brunswick, N.J.), 2022-08, Vol.41 (8), p.5030-5033
Ort / Verlag
New York: Springer US
Erscheinungsjahr
2022
Quelle
Alma/SFX Local Collection
Beschreibungen/Notizen
Research 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 (
M
age
= 39,
SD
age
= 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.