Katherine Muenks, Kathryn M. Kroeper, Elizabeth A. Canning, Mary C. Murphy
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Instructor mindset beliefs and behaviors: How do students and instructors perceive them?
Advances in growth mindset scholarship now recognize the role of instructors’ mindsets in shaping classroom mindset culture. In the present paper, we synthesize the newly developing instructor mindset literature and report on a dataset that includes student (N = 765) and instructor (N = 44) reports of instructor mindset beliefs and behaviors. We organize our paper around four key questions: (1) What teaching behaviors signal instructors’ mindset beliefs to students? (2) What teaching behaviors are associated with instructors’ mindset beliefs? (3) Do students and instructors in the same classroom agree about instructors’ beliefs and behaviors? (4) Where should researchers target interventions aimed at promoting growth mindset cultures? We then discuss three problems that instructors might encounter when trying to create growth mindset cultures—when instructors inconsistently engage in growth mindset behaviors, when instructors unwittingly communicate a fixed mindset to students, and when students fail to notice instructors’ growth mindset behaviors—and potential solutions to these problems. We end with implications for instructor-focused interventions, which include both encouraging instructors to engage in growth-focused behaviors and to state clearly why their behaviors communicate a belief in student growth.
期刊介绍：
The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.
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