Teachers’ growth mindset, self-efficacy and the meaningfulness of teaching: A two sample study

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F25%3A00619363" target="_blank" >RIV/68081740:_____/25:00619363 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216224:14210/25:00141389 RIV/00216208:11230/25:10513935

Výsledek na webu

<a href="https://ceskoslovenskapsychologie.cz/index.php/csps/article/view/674/212" target="_blank" >https://ceskoslovenskapsychologie.cz/index.php/csps/article/view/674/212</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.51561/cspsych.69.2.63" target="_blank" >10.51561/cspsych.69.2.63</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Teachers’ growth mindset, self-efficacy and the meaningfulness of teaching: A two sample study

Popis výsledku v původním jazyce

Objectives. Despite extensive research on the effects of teachers’ growth mindset (i.e., a belief that students’ abilities are malleable qualities that can be developed through effort and practice) on student outcomes, limited studies have considered how teachers’ growth mindset affects teachers’ work experiences. Sample and settings. Authors assessed the relationships among teachers’ mindset, self-efficacy and the perceived meaningfulness of teaching in two studies: a survey of novice Czech teachers conducted by the Ministry of Education, Youth and Sports (Study 1, n=1447) and a representative study including all second-level teachers from 150 Czech elementary schools (Study 2, n=1768). Hypotheses. Based on the social-cognitive framework, hypotheses were tested regarding a positive association between teacher’ growth mindset, teacher’ self-efficacy and the perceived meaningfulness of teaching, both direct and with teacher’ self-efficacy playing a mediating role. Statistical analyses. Hypotheses were tested within a structural equation modeling framework. Results. In both studies, structural equation modeling supported the hypotheses regarding the direct relationships between teachers’ growth mindset, teachers’ self-efficacy, and the perceived meaningfulness of teaching. While both studies revealed a significant mediation effect of self-efficacy in the relationship between teachers’ mindset and perceived meaningfulness, the effect was small. The models explained 6.5% (Study 1) and 19.8% (Study 2) of variance in perceived meaningfulness of teaching. The total effects of teachers’ growth mindset on meaningfulness of teaching were β=.145 (Study 1) and β=.182 (Study 2), while the effects of teachers’ self-efficacy were β=.210 (Study 1) and β=.429 (Study 2). The findings suggest that both teachers’ growth mindset and self-efficacy contribute to a positive teaching experience. Limitations. The limitations of the study include a cross-sectional design, self-report measures and a limited number of variables included in the analysis.

Název v anglickém jazyce

Teachers’ growth mindset, self-efficacy and the meaningfulness of teaching: A two sample study

Popis výsledku anglicky

Objectives. Despite extensive research on the effects of teachers’ growth mindset (i.e., a belief that students’ abilities are malleable qualities that can be developed through effort and practice) on student outcomes, limited studies have considered how teachers’ growth mindset affects teachers’ work experiences. Sample and settings. Authors assessed the relationships among teachers’ mindset, self-efficacy and the perceived meaningfulness of teaching in two studies: a survey of novice Czech teachers conducted by the Ministry of Education, Youth and Sports (Study 1, n=1447) and a representative study including all second-level teachers from 150 Czech elementary schools (Study 2, n=1768). Hypotheses. Based on the social-cognitive framework, hypotheses were tested regarding a positive association between teacher’ growth mindset, teacher’ self-efficacy and the perceived meaningfulness of teaching, both direct and with teacher’ self-efficacy playing a mediating role. Statistical analyses. Hypotheses were tested within a structural equation modeling framework. Results. In both studies, structural equation modeling supported the hypotheses regarding the direct relationships between teachers’ growth mindset, teachers’ self-efficacy, and the perceived meaningfulness of teaching. While both studies revealed a significant mediation effect of self-efficacy in the relationship between teachers’ mindset and perceived meaningfulness, the effect was small. The models explained 6.5% (Study 1) and 19.8% (Study 2) of variance in perceived meaningfulness of teaching. The total effects of teachers’ growth mindset on meaningfulness of teaching were β=.145 (Study 1) and β=.182 (Study 2), while the effects of teachers’ self-efficacy were β=.210 (Study 1) and β=.429 (Study 2). The findings suggest that both teachers’ growth mindset and self-efficacy contribute to a positive teaching experience. Limitations. The limitations of the study include a cross-sectional design, self-report measures and a limited number of variables included in the analysis.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

<a href="/cs/project/LX22NPO5101" target="_blank" >LX22NPO5101: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Československá psychologie

ISSN

0009-062X

e-ISSN

1804-6436

Svazek periodika

2

Číslo periodika v rámci svazku

69

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

18

Strana od-do

63-80

Kód UT WoS článku

001487450400001

EID výsledku v databázi Scopus

2-s2.0-105008715749