Growth mindset predicts teachers’ life satisfaction when they are challenged to innovate their teaching

IF 2.8 3区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY
Sau-Lai Lee, H. Chan, Yuk-Yue Tong, C. Chiu
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引用次数: 0

Abstract

Teaching innovations can improve the quality of education and facilitate adaptation to environmental shifts caused by global shocks such as the COVID pandemic. However, the pressure to innovate and change may also cause erosion of teachers’ life satisfaction, especially when job resources are insufficient and support for the changes is inadequate, or when teachers lack confidence in mastering new teaching technology. In the present research, we showed that compared to those who did not, teachers who presented a growth mindset—the belief that one's abilities can grow by mobilizing effective effort—had a greater tendency to accept a new initiative in teaching and had higher life satisfaction, particularly when they perceived resources and support for the change were insufficient (Study 1). In addition, when schools needed to switch to online teaching because of school closure during the COVID-19 pandemic, teachers who presented a growth mindset, compared to those who did not, felt more self-efficacious in mastering online teaching and had higher life satisfaction (Study 2). We discuss these findings in terms of their implications on the management of teacher well-being and teachers’ professional development during significant environmental shifts.
成长心态预测教师面临教学创新挑战时的生活满意度
教学创新可以提高教育质量,促进适应新冠疫情等全球冲击造成的环境变化。然而,创新和变革的压力也可能导致教师生活满意度的下降,尤其是当工作资源不足,对变革的支持不足,或者教师对掌握新的教学技术缺乏信心时。在本研究中,我们发现,与那些没有成长心态的教师相比,具有成长心态的教师(相信通过调动有效的努力可以提高自己的能力)更倾向于接受教学中的新举措,并且生活满意度更高,特别是当他们认为变革的资源和支持不足时(研究1)。此外,当学校因COVID-19大流行期间学校关闭而需要转向在线教学时,呈现成长型思维模式的教师在掌握在线教学方面比不呈现成长型思维模式的教师更有自我效能感,生活满意度也更高(研究2)。我们讨论了这些发现对重大环境变化中教师幸福感管理和教师专业发展的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Pacific Rim Psychology
Journal of Pacific Rim Psychology PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
4.00
自引率
0.00%
发文量
12
审稿时长
20 weeks
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