Article2013

TEACHERS’ MINDSETS FOR STUDENTS WITH AND WITHOUT DISABILITIES

67 citations0/0 files storedPsychology in the Schools

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Education, Achievement, and Giftedness Behavioral and Psychological Studies Inclusion and Disability in Education and Sport

Abstract

Research suggests beliefs about the stability of ability can be dichotomized into two mindsets: fixed and growth (Dweck, 1999). Teachers’ (n = 238) beliefs regarding the stability of ability (mindset) and the stability of ability for 4 hypothetical students scenarios (mindset for scenarios) were measured. Mindset scores were related to mindset for scenario scores. Moreover teachers demonstrated increased neutral mindset scores and decreased fixed mindset scores for hypothetical student scenarios with no discernible differences for student gender or disability status.

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1988A social-cognitive approach to motivation and personality.2006Mindset: the new psychology of success 1999Self-theories: Their Role in Motivation, Personality, and Development 2007Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention 1995Implicit Theories and Their Role in Judgments and Reactions: A Word From Two Perspectives 1998Praise for intelligence can undermine children's motivation and performance.2003Clarifying Achievement Goals and Their Impact.1999Implicit theories, attributions, and coping: A meaning system approach.

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