Abstract
Psychological theories of motivation and performance are relevant to teaching and learning in the science, technology, engineering, and mathematics (STEM) disciplines. The present study applies Dweck’s mindset theory of motivation to an examination of the relationship among instructor mindset, instructor motivational attitudes, and the use of effective teaching practices. Faculty members who teach undergraduate courses in STEM disciplines completed a survey designed to assess fixed versus growth mindset, mastery orientation (measures of motivation and efficacy), and teaching practices. Results supported a model consistent with Dweck’s theory of motivation, whereby mastery orientation mediates the relationship between instructor mindset and teaching behaviors. It appears that this psychological theory of motivation may be helpful in understanding teaching and learning in STEM disciplines. More research using a variety of measures and teaching contexts is necessary before full applicability can be realized.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
