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Heemskerk C, Strand S, Malmberg L. Physical activity predicts task-related behaviour, affect and tiredness in the primary school classroom: A within-person experiment. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2023; 93 Suppl 1:130-151. [PMID: 35661349 PMCID: PMC10952838 DOI: 10.1111/bjep.12523] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Revised: 04/15/2022] [Accepted: 04/25/2022] [Indexed: 11/26/2022]
Abstract
AIM We investigated the dose-response relationship between acute physical activity (PA) intensity during physical education (PE) lessons (dose), and task behaviour and learning experiences in the classroom after PE (response), and mediation effects of acute PA on-task behaviour via learning experiences. METHOD A total of 78 children (Mage = 9.30 years; 43 females) took part. Participants reported learning experiences (tiredness, positive and negative affect) during one afternoon per week for 6 weeks. Their task behaviour was observed (on-task, active off-task and passive off-task) during two classroom lessons. Between the classroom lessons, they took part in a PE lesson, with experimentally induced PA intensity (low, medium and high). Accelerometers were worn for 24 h leading up to and during every intervention afternoon. Participants completed self-reports three times per classroom lesson, both before and after PE. Intra- and interindividual differences in PA, task behaviour and learning experiences were analysed with multilevel structural equation models. RESULTS Moderate PA directly increased on-task behaviour and reduced passive off-task behaviour, whereas light PA increased active off-task behaviour and reduced on-task behaviour. We found no direct effects of vigorous PA or mediated effects of any PA intensity on-task-related behaviour. However, a greater positive affect during PE indirectly led to more on-task and less passive off-task behaviour. Regularly active children reported less tiredness in the classroom. CONCLUSION PE lessons can increase on-task behaviour and reduce both passive and active off-task behaviours. Positive affect and tiredness are indirectly involved in the impact of PA on task-related behaviour. The greatest benefits were found for moderate PA and for PE lessons, which left children feeling positive. Moreover, regular participation in moderate-to-vigorous PA leads children to feel less tired during school lessons.
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Jia X, Hao L, He L, Li P, Liu M, Zhang Y, Qiu J. Regional Gray Matter Volume Is Associated with Growth Mindset: A Voxel-Based Morphometry Study. Neuroscience 2023; 509:96-102. [PMID: 36442746 DOI: 10.1016/j.neuroscience.2022.11.020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2022] [Revised: 10/30/2022] [Accepted: 11/20/2022] [Indexed: 11/26/2022]
Abstract
A growth mindset refers to an individual's beliefs about the malleable nature of intelligence. It plays an important role in motivation and achievement. However, few studies have examined the brain mechanisms involved in the growth mindset. In this study, voxel-based morphometry was used to investigate the relationship between growth mindset and gray matter volume (GMV) in healthy adults' sample from 114 men and 275 women who completed the Growth Mindset Inventory and intelligence test and underwent an anatomical magnetic resonance imaging scan. Whole-brain correlation analyses showed a positive relationship between growth mindset scores and regional GMV of the medial orbitofrontal cortex (mOFC) after controlling for age, sex, and total intracranial volume. This result was robust after controlling for intelligence quotient. The mOFC was primarily related to reward processing, supporting the social-cognitive theory of motivation on growth mindset.
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Affiliation(s)
- Xiaoyu Jia
- College of Teacher Education, Southwest University, Chongqing, China
| | - Lei Hao
- College of Teacher Education, Southwest University, Chongqing, China
| | - Li He
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, China
| | - Ping Li
- School of Education Science and Technology, Guangdong Polytechnic Normal University, Guangzhou, China
| | - Minglan Liu
- Beibei Teacher Training College, Chongqing, China
| | - Yuchi Zhang
- Department of Educational Technology, School of Wisdom Education, Jiangsu Normal University, Xuzhou, China.
| | - Jiang Qiu
- Faculty of Psychology, Southwest University, Chongqing, China
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How do growth mindsets contribute to academic engagement in L2 classes? The mediating and moderating roles of the L2 motivational self system. SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-022-09744-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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4
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Hu X, Sidhu GK, Lu X. Relationship Between Growth Mindset and English Language Performance Among Chinese EFL University Students: The Mediating Roles of Grit and Foreign Language Enjoyment. Front Psychol 2022; 13:935506. [PMID: 35874345 PMCID: PMC9302586 DOI: 10.3389/fpsyg.2022.935506] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Accepted: 06/16/2022] [Indexed: 11/29/2022] Open
Abstract
There is no denying that there is ample evidence of numerous factors that influence language learners' success. Recently, there is a critical call to embrace positive psychology that is more open and appreciative of the positive influences in learning English as a foreign language (EFL). Set against this burgeoning area of study in language learning, this paper puts forward the findings of a study that aimed to examine the mediating roles of grit and foreign language enjoyment in the relationship between growth mindset and English language performance. The study employed a correlational research design involving 388 EFL students from one university in China. The data were collected through a questionnaire and an English language performance test. Using the structural equation modeling, this study found that the association between growth mindset and English language performance was partially mediated by grit and foreign language enjoyment. This indicates that students with a growth mindset tend to possess a higher level of grit as well as experience more enjoyment in learning English, which consequently can lead to students becoming more successful language learners. These findings provide significant implications for language teachers, educational material developers, and school administrators in China to embrace the affective domain postulated by positive psychology.
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Chen Q, Gao Y, Zhang Y. A moderated mediation model of implicit theories of intelligence and life satisfaction among Chinese adolescents. SCHOOL PSYCHOLOGY INTERNATIONAL 2022. [DOI: 10.1177/01430343221104228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Although life satisfaction is critical for adolescents’ emotional, social, and educational functioning and positive development, social cognitive roles in adolescents’ life satisfaction and potential underlying processes are less known. The present study aimed to explore the effect of implicit theories of intelligence on adolescent life satisfaction and their potential mechanisms. A moderated mediation model was constructed to investigate the mediating role of career exploration and the moderating role of career-specific parental support. Data were collected from 443 10th grade high-school students in Sichuan, China. Results revealed that career exploration fully mediated the positive relationship between implicit theories of intelligence and life satisfaction, while career-specific parental support moderated the relationship between career exploration and life satisfaction. These findings highlight the value of exploring social-cognition and career-related factors in life satisfaction.
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Affiliation(s)
- Qiuxu Chen
- Department of Educational Technology, School of Smart Education, Jiangsu Normal University, Xuzhou, China
| | - Yidan Gao
- Department of Educational Technology, School of Smart Education, Jiangsu Normal University, Xuzhou, China
| | - Yuchi Zhang
- Department of Educational Technology, School of Smart Education, Jiangsu Normal University, Xuzhou, China
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Li Y, Chen H, Zheng YL, Wu LL, Fan CY. Development and Validation of an Autonomy Questionnaire for Chinese Adolescents From the Perspective of Network Culture. Front Psychol 2022; 13:810140. [PMID: 35295378 PMCID: PMC8919972 DOI: 10.3389/fpsyg.2022.810140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2021] [Accepted: 01/21/2022] [Indexed: 11/15/2022] Open
Abstract
This study developed a measure of autonomy for adolescents in contemporary China. First, data from 44 interviewees—40 secondary school students, 2 parents, and 2 secondary school teachers—were used to explore the connotation and theoretical structure of autonomy in adolescents in China. Next, a preliminary Adolescent Autonomy Questionnaire was created from the interview data and administered to 775 secondary school students. Exploratory factor analysis and confirmatory factor analysis (CFA) were conducted to verify the factor structure. Finally, 614 secondary school students completed the Adolescent Autonomy Questionnaire, Personal Growth Initiative Scale-II, and Adolescence Ego Identity Crisis Scale to evaluate criterion validity. The final version of the Adolescent Autonomy Questionnaire included 16 items and four subscales: autonomous decision-making, autonomous regulation, autonomous protection, and autonomous problem-solving. The total variance of the cumulative interpretation questionnaire was 62.54%. The CFA results showed that the four-factor model fits the data well: χ2/df = 2.340, CFI = 0.949, RMSEA = 0.042, SRMR = 0.046. Evaluation of the psychometric properties of the Adolescent Autonomy Questionnaire provided support for the reliability and validity of the measure. Thus, it serves as an effective measurement tool for assessing the autonomy of adolescents in China.
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Affiliation(s)
- Yi Li
- Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, School of Psychology, Central China Normal University, Wuhan, China
| | - Hong Chen
- Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, School of Psychology, Central China Normal University, Wuhan, China
| | - Yue-Li Zheng
- Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, School of Psychology, Central China Normal University, Wuhan, China
| | - Ling-Ling Wu
- Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, School of Psychology, Central China Normal University, Wuhan, China
| | - Cui-Ying Fan
- Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, School of Psychology, Central China Normal University, Wuhan, China
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Matthes B, Stoeger H. Do Implicit Theories About Ability Predict Self-Reports and Behavior-Proximal Measures of Primary School Students' In-Class Cognitive and Metacognitive Learning Strategy Use? Front Psychol 2021; 12:690271. [PMID: 34239486 PMCID: PMC8260030 DOI: 10.3389/fpsyg.2021.690271] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2021] [Accepted: 05/28/2021] [Indexed: 11/13/2022] Open
Abstract
Although studies show relations between implicit theories about ability (ITs) and cognitive as well as metacognitive learning strategy use, existing studies suffer from an overreliance on broad-brush self-report measures of strategy use and limited ecological validity. Moreover, studies rarely examine younger students, and research on ITs and how much students benefit from interventions on learning strategies is lacking. Therefore, we investigated in ecologically valid settings (regular classroom instruction) whether primary school students’ ITs are related to their use of cognitive strategies (text reduction strategies based on identifying a text’s main ideas) and metacognitive strategies, assessed with (a) typical self-report scales and (b) more behavior-proximal measures. We also investigated whether students’ ITs predict how much they benefit from a previously evaluated 4-week intervention on cognitive and metacognitive strategies during regular classroom instruction (i.e., how much self-report scales and behavior-proximal measures for strategy use increase over the course of the intervention). Participants were 436 German primary school students (third and fourth graders). The data were analyzed using mixed linear regression analyses. Strength of students’ incremental theory was positively related to metacognitive strategy use, but not cognitive strategy use, when measured with self-report scales. For behavior-proximal measures, strength of incremental theory was positively related to the effectiveness of students’ cognitive strategy use and their extent of strategy monitoring (one of the two metacognitive strategies examined), but not to the quality of their goal setting (the second metacognitive strategy). Unexpectedly, students with a stronger incremental theory did not benefit more from the intervention.
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Affiliation(s)
- Benjamin Matthes
- Chair for School Research, School Development, and Evaluation, Institute for Educational Science, Faculty of Human Sciences, Universität Regensburg, Regensburg, Germany
| | - Heidrun Stoeger
- Chair for School Research, School Development, and Evaluation, Institute for Educational Science, Faculty of Human Sciences, Universität Regensburg, Regensburg, Germany
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Hertel S, Karlen Y. Implicit theories of self-regulated learning: Interplay with students' achievement goals, learning strategies, and metacognition. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 91:972-996. [PMID: 33368151 DOI: 10.1111/bjep.12402] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2019] [Revised: 11/23/2020] [Indexed: 11/28/2022]
Abstract
BACKGROUND Implicit theories are important belief systems that influence an individual's motivation and behaviour. In academic contexts, domain-general implicit theories of ability (e.g., intelligence) and their relation to self-regulated learning (SRL) have been examined. AIMS In this study, we followed a domain-specific approach and first introduced scales to assess students' implicit theories of the malleability and of the relevance of SRL. Second, we investigated how implicit theories of SRL are related to students' SRL. Third, we examined the relationship of implicit theories of SRL with students' demographics and personality traits. SAMPLE Participants were students from a medium-sized university in Germany (N = 254) aged M = 23.85 years. METHODS Data on students' demographics and personality traits, implicit theories of intelligence (INT), achievement goals, and learning strategies were collected with well-established measures. In addition, students' implicit theories of SRL and their declarative metacognitive knowledge about SRL were assessed with measures developed within this study. Confirmatory factor analyses and regression analyses were performed. RESULTS The two postulated dimensions of implicit theories of SRL were supported. As expected, implicit theories of SRL were more strongly related to students' achievement goals, learning strategies, and metacognitive knowledge than implicit theories of INT. Moreover, implicit theories of SRL were mostly unrelated to students' demographics and personality traits. CONCLUSION The results emphasize that domain-specific implicit theories of SRL contribute substantially to the explanation of students' SRL. Thus, further research on SRL should consider domain-specific implicit theories of SRL in addition to implicit theories of INT.
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Affiliation(s)
- Silke Hertel
- Institute of Education Science, Heidelberg University, Heidelberg, Germany
| | - Yves Karlen
- School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
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A serial mediation model testing growth mindset, life satisfaction, and perceived distress as predictors of perseverance of effort. PERSONALITY AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.paid.2020.110262] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
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10
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Boncquet M, Soenens B, Verschueren K, Lavrijsen J, Flamant N, Vansteenkiste M. Killing two birds with one stone: The role of motivational resources in predicting changes in achievement and school well-being beyond intelligence. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101905] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Jiang S, Liu RD, Ding Y, Fu X, Sun Y, Jiang R, Hong W. Implicit Theories and Engagement in Math Among Chinese Adolescent Students: A Moderated Mediation Model of Intrinsic Value and Academic Self-Efficacy. Front Psychol 2020; 11:1325. [PMID: 32676046 PMCID: PMC7333438 DOI: 10.3389/fpsyg.2020.01325] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2020] [Accepted: 05/19/2020] [Indexed: 11/13/2022] Open
Abstract
Recent studies have established associations between students' implicit theories and their academic engagement. However, there is still limited understanding of the potential mechanisms of this relation, and whether it works for students in the context of mathematics as well as in other subjects. The current study aimed to fill this gap by conducting a two-wave survey examining a moderated mediation model concerning the psychological mechanisms that account for the association between students' implicit theories and mathematics engagement. Applying the theoretical framework of implicit theory, we hypothesized that intrinsic value would be a possible mediating variable between students' implicit theories and academic engagement, and that students' academic self-efficacy would moderate the link between implicit theory and intrinsic value. A sample of 710 Chinese adolescent students self-reported their implicit theory, intrinsic value, and academic self-efficacy at Time 1, and engagement in math at Time 2, 12 months apart. After controlling for age and gender, the results revealed positive associations between students' implicit theories and their engagement in math, and intrinsic value partially mediated the relation between implicit theories and engagement in math. Moreover, students' academic self-efficacy moderated the link between implicit theory and intrinsic value. These findings contribute to the understanding of the impact of implicit theory on students' mathematics engagement. Limitations and implications for instructional practices are discussed.
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Affiliation(s)
- Shuyang Jiang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Ru-De Liu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Yi Ding
- Graduate School of Education, Fordham University, New York, NY, United States
| | - Xinchen Fu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Yan Sun
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Ronghuan Jiang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Wei Hong
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
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Effect of a Time-Efficient Physical Activity Intervention on Senior School Students’ On-Task Behaviour and Subjective Vitality: the ‘Burn 2 Learn’ Cluster Randomised Controlled Trial. EDUCATIONAL PSYCHOLOGY REVIEW 2020. [DOI: 10.1007/s10648-020-09537-x] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
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Abstract
The purpose of this study was to examine the relationships among growth orientation, job crafting and creative behavior. Specifically, this study examined the mediating effect of job crafting on the relationship between growth orientation and creative behavior. Also, this study was intended to examine the moderating effect of development culture on the relationship between growth orientation and job crafting. In addition, the moderated mediation effect of developmental culture was examined in relation to growth orientation and creative behavior. Data were collected among 294 employees who were working in various companies via online survey. The results showed that growth orientation was positively related to job crafting and creative behavior, and job crafting partially mediated the relationship between growth orientation and creative behavior. Also when development culture of the organization was strong, the relation of growth orientation to job crafting was stronger, confirming the moderating effect of development culture. In addition, the moderated mediation effect of developmental culture was found. Based on the results of this study, implications, l implications, limitations, and future research were discussed.
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Bellhäuser H, Mattes B, Liborius P. Daily Fluctuations in Motivation. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2019. [DOI: 10.1026/0049-8637/a000226] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Abstract. Intrinsic and extrinsic motivation are related to learning success and academic achievement of university students. Process models of self-regulated learning (SRL) suggest that daily academic motivation is affected by study satisfaction on the previous day. In this study, we conducted a secondary analysis of the data by Liborius et al. (2019) , in which the study behavior of a total of 105 students was surveyed daily over 154 days (including both the lecture period and non-lecture period). We tested a mediation model, assuming that SRL components (planning, self-efficacy, time investment, concentration, effort, and procrastination) increase intrinsic motivation and decrease extrinsic motivation on the next day through their effects on study satisfaction. The results showed the proposed mediation effects for all predictors except for planning. The study underlined the importance of investigating SRL and motivation on a daily level. Further, we showed that effects can vary between the lecture period and non-lecture period.
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Zeng G, Chen X, Cheung HY, Peng K. Teachers' Growth Mindset and Work Engagement in the Chinese Educational Context: Well-Being and Perseverance of Effort as Mediators. Front Psychol 2019; 10:839. [PMID: 31057463 PMCID: PMC6482247 DOI: 10.3389/fpsyg.2019.00839] [Citation(s) in RCA: 42] [Impact Index Per Article: 8.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2018] [Accepted: 03/29/2019] [Indexed: 11/26/2022] Open
Abstract
The current study investigated the relationships among growth mindset, work engagement, perseverance of effort and well-being for secondary school teachers in the Chinese educational context. We adopted Growth Mindset Inventory, Utrecht Work Engagement Scale (UWES), Grit Scale (Perseverance subscale), and PERMA profiles that measure five dimensions of well-being. Participants included 472 secondary school teachers from 10 secondary schools in central China. Correlation analysis showed that growth mindset, well-being, and perseverance of effort could all predict work engagement. Moreover, the structural equation model and mediation analysis further suggested that well-being and perseverance of effort could partially mediate the relationship between growth mindset and work engagement. This study permitted to advance our knowledge about the relationship between growth mindset and work engagement, which should be considered for future teaching practices and teacher development.
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Affiliation(s)
- Guang Zeng
- Department of Psychology, Tsinghua University, Beijing, China
| | - Xinjie Chen
- Graduate School of Education, Stanford University, Stanford, CA, United States
| | | | - Kaiping Peng
- Department of Psychology, Tsinghua University, Beijing, China.,Department Psychology, Tsinghua University, Beijing, China
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Dieleman LM, Soenens B, Vansteenkiste M, Prinzie P, Laporte N, De Pauw SSW. Daily Sources of Autonomy-Supportive and Controlling Parenting in Mothers of Children with ASD: The Role of Child Behavior and Mothers’ Psychological Needs. J Autism Dev Disord 2018; 49:509-526. [DOI: 10.1007/s10803-018-3726-3] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
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Influence of parents’ implicit theories about ability on parents’ learning-related behaviors, children’s implicit theories, and children’s academic achievement. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018. [DOI: 10.1016/j.cedpsych.2018.07.001] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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