Abstract
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.
Highlights
According to an increasing number of studies, the beliefs that teachers hold influence both their pedagogical decisions and their classroom behavior (Stipek et al, 2001; Cross, 2009; Jordan et al, 2010)
Study 2 focuses on the oral feedback provided by teachers in classroom interactions, with the goal of identifying possible associations between the general mindset that teachers have concerning the malleability of intelligence and the feedback interventions that they use
Our results indicate that female teachers and teachers with a more growth-oriented mindset appreciate increasing achievements higher male teachers or teachers with a more fixed mindset
Summary
According to an increasing number of studies, the beliefs that teachers hold influence both their pedagogical decisions and their classroom behavior (Stipek et al, 2001; Cross, 2009; Jordan et al, 2010) Studies have addressed such aspects as the expectations that teachers have of students, their ratings of written and oral achievements and the feedback that they provide to students (Li, 1999; Andersson, 2012). Teachers adopting the SRN believe that differences in ability amongst students are highly stable across time Their appraisals are strongly dependent upon whether the learning outcomes of a given student are above or below the class average (Rheinberg and Engeser, 2010)
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