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Teacher Mindset and Grit: How do They Change by Teacher Training, Gender, and Subject Taught?

Yıl 2022, Cilt: 9 Sayı: 6, 418 - 435, 01.11.2022
https://doi.org/10.17275/per.22.146.9.6

Öz

This study explored the interplay between teacher mindsets and grit levels of Turkish pre-service teachers taking their year of study into account (i.e., first-year vs the fourth year), gender, and the subject taught in a Turkish higher education setting. Student teachers from various programmes at a public university in Turkey participated in the study (N = 321). The participants completed the Teacher Mindset Scale and Grit Scale online after receiving the approval of the university’s ethics committee and signing the consent forms. The correlations between the components of teacher mindset and grit demonstrated that as growth teacher mindset scores increased, and effort scores also increased significantly. Furthermore, as fixed teacher mindset scores increased, interest scores decreased. First-year pre-service teachers had significantly higher fixed teacher mindset scores than the fourth year. In terms of grit, fourth-year pre-service teachers showed greater effort than the first year. There was no difference between female and male pre-service teachers regarding fixed teacher mindset. However, female pre-service teachers scored significantly higher on growth teacher mindset, interest, and effort scales. As for the subject taught, the Mathematics Education programme showed higher levels of fixed teacher mindset and the English Language Teaching programme showed lower levels of grit. Practical implications of our findings and limitations of the study are shared accordingly.

Destekleyen Kurum

No Institution Supported the Current Research.

Kaynakça

  • Allen, B. R. (2014). An analysis of student success predictors for technical college persistence. (Unpublished doctoral thesis). Edgewood College, Madison, Wisconsin.
  • Asbury, K., Klassen, R., Bowyer-Crane, C., Kyriacou, C., & Nash, P. (2016). National differences in mindset among students who plan to be teachers. International Journal of School & Educational Psychology, 4(3), 158-164.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Worth Publishers.
  • Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. Child Development, 78, 246-263.
  • Burnette, J. L., O Boyle, E., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mindsets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139, 665-701.
  • Christensen, R., & Gerald, K. (2014). Comparative measures of grit, tenacity and perseverance. International Journal of Learning, Teaching and Educational Research, 8(1), 16-30.
  • Clark, K. N., & Malecki, C. K. (2019). Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction. Journal of school psychology, 72, 49-66.
  • Costa, A. & Faria, L. (2018). Implicit theories of intelligence and academic achievement: A meta-analytic review. Frontiers in Psychology, 9, 829, 1-16. https://doi.org/ 10.3389/fpsyg.2018.00829
  • Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113, 492-511.
  • Daly, I., Bourgaize, J., &Vernitski, A. (2019). Mathematical mindsets increase student motivation: Evidence from the EEG. Trends in Neuroscience and Education, 15, 18-28,
  • Davidson, B.A. (2014). Examining the relationship between non-cognitive skills and leadership: The influence of hope and grit on transformational leadership behavior. (Unpublished doctoral dissertation). University of Kansas, Lawrence, Kansas.
  • DeLuca, C., Coombs, A., & LaPointe-McEwan, D. (2019). Assessment mindset: Exploring the relationship between teacher mindset and approaches to classroom assessment. Studies in Educational Evaluation, 61, 159-169.
  • Donohoe, C., Topping, K., & Hannah, E. (2012). The impact of an online intervention (Brainology) on the mindset and resiliency of secondary school pupils: A preliminary mixed methods study. Educational Psychology, 32(5), 641-655.
  • Duckworth, A. L. (2016). Grit: The power of passion and perseverance. Scribner.
  • Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.
  • Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91(2), 166-174.
  • Dweck, C.S. (1999). Self-Theories: Their role in motivation, personality and development. Taylor and Francis/Psychology Press.
  • Dweck, C. S. (2006). Mindset. Random House.
  • Dweck, C. S., Chiu, C., & Hong, Y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives. Psychological Inquiry, 6(4), 267-285.
  • Engel, L. I. (2013). What predicts first semester college performance? Cognitive ability, SAT, conscientiousness, and grit. (Unpublished doctoral dissertation). Hofstra University, Hempstead, New York.
  • Eskreis-Winkler, L., Shulman, E. P., Beal, S. A., & Duckworth, A. L. (2014). The grit effect: Predicting retention in the military, the workplace, school and marriage. Frontiers in Psychology, 5(36), 1-12.
  • Fabelico, F., & Afalla, B. (2020). Perseverance and passion in the teaching profession: Teachers’ grit, self-efficacy, burnout, and performance. Journal of Critical Reviews, 7(11), 108-119.
  • Fives, H., & Buehl, M. M. (2008). What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability. Contemporary Educational Psychology, 33(2), 134-176.
  • Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education, 23, 916-934.
  • Frondozo, C. E., King, R. B., Nalipay, M. J. N., & Mordeno, I. G. (2020). Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers' enjoyment and engagement. Current Psychology. Advance online publication. https://doi.org/ 10.1007/s12144-020-01008-4
  • George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference. Pearson.
  • Gero, G. P. (2013). What drives teachers to improve? the role of teacher mindset in professional learning (Unpublished Ph.D. Dissertation). Claremont Graduate University, California.
  • Gutshall, C. A. (2013). Teachers’ mindsets for students with and without disabilities. Psychology in the Schools, 50, 1073-1083.
  • Hodge, B., Wright, B., & Bennett, P. (2018). The role of grit in determining engagement and academic outcomes for university students. Research in Higher Education, 59(4), 448-460.
  • Keesey, S., Schaefer, A., Loy, M., & Allen, C. J. (2018). Developing growth mindset and grit in pre-service teachers. Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children, 5(1), 3.
  • Knoblauch, D., & Woolfolk Hoy, A. (2008). “Maybe I can teach those kids.” The influence of contextual factors on student teachers' efficacy beliefs. Teaching and Teacher Education, 24, 166-179.
  • Lee, L. W. (2020). The relationship between secondary teachers’ grit and self-efficacy beliefs on classroom management and student engagement. Unpublished doctoral dissertation, Liberty University, USA.
  • Leroy, N., Bressoux, P., Sarrazin, P., & Trouilloud, D. (2007). Impact of teachers' implicit theories and perceived pressures on the establishment of an autonomy-supportive climate. European Journal of Psychology of Education, 22, 529-545.
  • Lou, N. M., & Noel, K. A. (2017). Measuring language mindsets and modeling their relations with goal orientations and emotional and behavioural responses in failure situations. The Modern Language Journal, 101, 22-33.
  • Martins, M., Costa, J., & Onofre, M. (2015). Practicum experiences as sources of pre-service teachers’ self-efficacy. European Journal of Teacher Education, 38(2), 263-279
  • Mathisen, J., Arnulf, J. K. (2014). Entrepreneurial mindsets: theoretical foundations and empirical properties of a mindset scale. International Journal of Management and Business, 5(1), 81-97.
  • Matsunaga, M. (2010). How to factor-analyze your data right: Do’s, don’ts, and how-to’s. International journal of psychological research, 3(1), 97-110.
  • Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education, 17(2), 243-261.
  • Nalipay, M.J.N., Mordeno, I.G., Semilla, Jr.B. & Frondozo, C. E. (2019). Implicit beliefs about teaching ability, teacher emotions, and teaching satisfaction. Asia-Pacific Educational Research, 28, 313–325.
  • OECD. (2019). PISA 2018 questionnaire framework, in PISA 2018 assessment and analytical framework. Paris: OECD Publishing.
  • Palmer, D. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337-353.
  • Ricci, M. C. (2013). Mindsets in the Classroom: Building a culture of success and student achievement in schools. Prufrock Press Inc.
  • Riddle, R. (2018). A predictive correlational study of the relationship between grit and self-efficacy beliefs among pre-service teachers. Unpublished doctoral dissertation, Liberty University, USA.
  • Robertson-Kraft, C., & Duckworth, A. L. (2014). True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record (1970), 116(3).
  • Rockoff, J. E., Jacob, B. A., Kane, T. J. & Staiger, D. O. (2008). Can you recognize an effective teacher when you recruit one? (Working Paper 14485). Retrieved from National Bureau of Economic Research: http://www.nber.org/papers/w14485 Accessed March 21, 2021
  • Rots, I., Aelterman, A., Vlerick, P., & Vermeulen, K. (2007). Teacher education, graduates’ teaching commitment and entrance into the teaching profession. Teaching and teacher education, 23(5), 543-556.
  • Saricam, H., Celik, I., & Oguz, A. (2016). Turkish adaptation of the Short Grit Scale (Grit-S): Validity and reliability study. International Journal of Turkish Literature Culture Education Journal, 5(2), 927-935.
  • Sigmundsson, H., Haga, M., & Hermundsdottir, F. (2020). Passion, grit and mindset in young adults: Exploring the relationship and gender differences. New Ideas in Psychology, 59, 100795.
  • Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To what extent and under which circumstances are growth mindsets important to academic achievement? Two meta-analyses. Psychological Science, 29(4), 549-571.
  • Sternberg, R. (2000). The concept of intelligence. In R. J. Sternberg (Ed.), Handbook of Intelligence (pp. 3-13). Cambridge University Press.
  • Suzuki, Y., Tamesue, D., Asahi, K., & Ishikawa, Y. (2015). Grit and work engagement: A cross-sectional study. PLoS One, 10(9), 1-11.
  • Trouilloud, D., Sarrazin, P., Bressoux, P., & Bois, J. (2006). Relation between teachers’ early expectations and students’ later perceived competence in physical education classes: Autonomy-supportive climate as a moderator. Journal of Educational Psychology, 98, 75-86.
  • Wolters, C. & Hussain, M. (2015). Investigating grit and its relation with college students’ self-regulated learning and academic achievement. Metacognition and Learning, 10, 293-311.
  • Zeng, G., Hou, H., & Peng, K. (2016). Effect of growth mindset on school engagement and psychological well-being of Chinese primary and middle school students: The mediating role of resilience. Frontiers in Psychology, 7, 1873.
  • Zeng, G., Chen, X., Cheung, H. Y., & Peng, K. (2019). Teachers’ growth mindset and work engagement in the Chinese educational context: Well-being and perseverance of effort as mediators. Frontiers in Psychology, 10, 839.
  • Zhao, Y., Niu, G., Hou, H., Zeng, G., Xu, L., Peng, K., et al. (2018). From growth mindset to grit in Chinese schools: the mediating roles of learning motivations. Frontiers of Psychology, 9, 2007.
  • Zhou, K. (2016). Non-cognitive skills: definitions, measurement and malleability. Paper commissioned for the Global Education Monitoring Report 2016, Education for people and planet: Creating sustainable futures for all. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000245576 Accessed February 16, 2021
Yıl 2022, Cilt: 9 Sayı: 6, 418 - 435, 01.11.2022
https://doi.org/10.17275/per.22.146.9.6

Öz

Kaynakça

  • Allen, B. R. (2014). An analysis of student success predictors for technical college persistence. (Unpublished doctoral thesis). Edgewood College, Madison, Wisconsin.
  • Asbury, K., Klassen, R., Bowyer-Crane, C., Kyriacou, C., & Nash, P. (2016). National differences in mindset among students who plan to be teachers. International Journal of School & Educational Psychology, 4(3), 158-164.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Worth Publishers.
  • Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. Child Development, 78, 246-263.
  • Burnette, J. L., O Boyle, E., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mindsets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139, 665-701.
  • Christensen, R., & Gerald, K. (2014). Comparative measures of grit, tenacity and perseverance. International Journal of Learning, Teaching and Educational Research, 8(1), 16-30.
  • Clark, K. N., & Malecki, C. K. (2019). Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction. Journal of school psychology, 72, 49-66.
  • Costa, A. & Faria, L. (2018). Implicit theories of intelligence and academic achievement: A meta-analytic review. Frontiers in Psychology, 9, 829, 1-16. https://doi.org/ 10.3389/fpsyg.2018.00829
  • Credé, M., Tynan, M. C., & Harms, P. D. (2017). Much ado about grit: A meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113, 492-511.
  • Daly, I., Bourgaize, J., &Vernitski, A. (2019). Mathematical mindsets increase student motivation: Evidence from the EEG. Trends in Neuroscience and Education, 15, 18-28,
  • Davidson, B.A. (2014). Examining the relationship between non-cognitive skills and leadership: The influence of hope and grit on transformational leadership behavior. (Unpublished doctoral dissertation). University of Kansas, Lawrence, Kansas.
  • DeLuca, C., Coombs, A., & LaPointe-McEwan, D. (2019). Assessment mindset: Exploring the relationship between teacher mindset and approaches to classroom assessment. Studies in Educational Evaluation, 61, 159-169.
  • Donohoe, C., Topping, K., & Hannah, E. (2012). The impact of an online intervention (Brainology) on the mindset and resiliency of secondary school pupils: A preliminary mixed methods study. Educational Psychology, 32(5), 641-655.
  • Duckworth, A. L. (2016). Grit: The power of passion and perseverance. Scribner.
  • Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.
  • Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91(2), 166-174.
  • Dweck, C.S. (1999). Self-Theories: Their role in motivation, personality and development. Taylor and Francis/Psychology Press.
  • Dweck, C. S. (2006). Mindset. Random House.
  • Dweck, C. S., Chiu, C., & Hong, Y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives. Psychological Inquiry, 6(4), 267-285.
  • Engel, L. I. (2013). What predicts first semester college performance? Cognitive ability, SAT, conscientiousness, and grit. (Unpublished doctoral dissertation). Hofstra University, Hempstead, New York.
  • Eskreis-Winkler, L., Shulman, E. P., Beal, S. A., & Duckworth, A. L. (2014). The grit effect: Predicting retention in the military, the workplace, school and marriage. Frontiers in Psychology, 5(36), 1-12.
  • Fabelico, F., & Afalla, B. (2020). Perseverance and passion in the teaching profession: Teachers’ grit, self-efficacy, burnout, and performance. Journal of Critical Reviews, 7(11), 108-119.
  • Fives, H., & Buehl, M. M. (2008). What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability. Contemporary Educational Psychology, 33(2), 134-176.
  • Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education, 23, 916-934.
  • Frondozo, C. E., King, R. B., Nalipay, M. J. N., & Mordeno, I. G. (2020). Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers' enjoyment and engagement. Current Psychology. Advance online publication. https://doi.org/ 10.1007/s12144-020-01008-4
  • George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference. Pearson.
  • Gero, G. P. (2013). What drives teachers to improve? the role of teacher mindset in professional learning (Unpublished Ph.D. Dissertation). Claremont Graduate University, California.
  • Gutshall, C. A. (2013). Teachers’ mindsets for students with and without disabilities. Psychology in the Schools, 50, 1073-1083.
  • Hodge, B., Wright, B., & Bennett, P. (2018). The role of grit in determining engagement and academic outcomes for university students. Research in Higher Education, 59(4), 448-460.
  • Keesey, S., Schaefer, A., Loy, M., & Allen, C. J. (2018). Developing growth mindset and grit in pre-service teachers. Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children, 5(1), 3.
  • Knoblauch, D., & Woolfolk Hoy, A. (2008). “Maybe I can teach those kids.” The influence of contextual factors on student teachers' efficacy beliefs. Teaching and Teacher Education, 24, 166-179.
  • Lee, L. W. (2020). The relationship between secondary teachers’ grit and self-efficacy beliefs on classroom management and student engagement. Unpublished doctoral dissertation, Liberty University, USA.
  • Leroy, N., Bressoux, P., Sarrazin, P., & Trouilloud, D. (2007). Impact of teachers' implicit theories and perceived pressures on the establishment of an autonomy-supportive climate. European Journal of Psychology of Education, 22, 529-545.
  • Lou, N. M., & Noel, K. A. (2017). Measuring language mindsets and modeling their relations with goal orientations and emotional and behavioural responses in failure situations. The Modern Language Journal, 101, 22-33.
  • Martins, M., Costa, J., & Onofre, M. (2015). Practicum experiences as sources of pre-service teachers’ self-efficacy. European Journal of Teacher Education, 38(2), 263-279
  • Mathisen, J., Arnulf, J. K. (2014). Entrepreneurial mindsets: theoretical foundations and empirical properties of a mindset scale. International Journal of Management and Business, 5(1), 81-97.
  • Matsunaga, M. (2010). How to factor-analyze your data right: Do’s, don’ts, and how-to’s. International journal of psychological research, 3(1), 97-110.
  • Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education, 17(2), 243-261.
  • Nalipay, M.J.N., Mordeno, I.G., Semilla, Jr.B. & Frondozo, C. E. (2019). Implicit beliefs about teaching ability, teacher emotions, and teaching satisfaction. Asia-Pacific Educational Research, 28, 313–325.
  • OECD. (2019). PISA 2018 questionnaire framework, in PISA 2018 assessment and analytical framework. Paris: OECD Publishing.
  • Palmer, D. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337-353.
  • Ricci, M. C. (2013). Mindsets in the Classroom: Building a culture of success and student achievement in schools. Prufrock Press Inc.
  • Riddle, R. (2018). A predictive correlational study of the relationship between grit and self-efficacy beliefs among pre-service teachers. Unpublished doctoral dissertation, Liberty University, USA.
  • Robertson-Kraft, C., & Duckworth, A. L. (2014). True grit: Trait-level perseverance and passion for long-term goals predicts effectiveness and retention among novice teachers. Teachers College Record (1970), 116(3).
  • Rockoff, J. E., Jacob, B. A., Kane, T. J. & Staiger, D. O. (2008). Can you recognize an effective teacher when you recruit one? (Working Paper 14485). Retrieved from National Bureau of Economic Research: http://www.nber.org/papers/w14485 Accessed March 21, 2021
  • Rots, I., Aelterman, A., Vlerick, P., & Vermeulen, K. (2007). Teacher education, graduates’ teaching commitment and entrance into the teaching profession. Teaching and teacher education, 23(5), 543-556.
  • Saricam, H., Celik, I., & Oguz, A. (2016). Turkish adaptation of the Short Grit Scale (Grit-S): Validity and reliability study. International Journal of Turkish Literature Culture Education Journal, 5(2), 927-935.
  • Sigmundsson, H., Haga, M., & Hermundsdottir, F. (2020). Passion, grit and mindset in young adults: Exploring the relationship and gender differences. New Ideas in Psychology, 59, 100795.
  • Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To what extent and under which circumstances are growth mindsets important to academic achievement? Two meta-analyses. Psychological Science, 29(4), 549-571.
  • Sternberg, R. (2000). The concept of intelligence. In R. J. Sternberg (Ed.), Handbook of Intelligence (pp. 3-13). Cambridge University Press.
  • Suzuki, Y., Tamesue, D., Asahi, K., & Ishikawa, Y. (2015). Grit and work engagement: A cross-sectional study. PLoS One, 10(9), 1-11.
  • Trouilloud, D., Sarrazin, P., Bressoux, P., & Bois, J. (2006). Relation between teachers’ early expectations and students’ later perceived competence in physical education classes: Autonomy-supportive climate as a moderator. Journal of Educational Psychology, 98, 75-86.
  • Wolters, C. & Hussain, M. (2015). Investigating grit and its relation with college students’ self-regulated learning and academic achievement. Metacognition and Learning, 10, 293-311.
  • Zeng, G., Hou, H., & Peng, K. (2016). Effect of growth mindset on school engagement and psychological well-being of Chinese primary and middle school students: The mediating role of resilience. Frontiers in Psychology, 7, 1873.
  • Zeng, G., Chen, X., Cheung, H. Y., & Peng, K. (2019). Teachers’ growth mindset and work engagement in the Chinese educational context: Well-being and perseverance of effort as mediators. Frontiers in Psychology, 10, 839.
  • Zhao, Y., Niu, G., Hou, H., Zeng, G., Xu, L., Peng, K., et al. (2018). From growth mindset to grit in Chinese schools: the mediating roles of learning motivations. Frontiers of Psychology, 9, 2007.
  • Zhou, K. (2016). Non-cognitive skills: definitions, measurement and malleability. Paper commissioned for the Global Education Monitoring Report 2016, Education for people and planet: Creating sustainable futures for all. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000245576 Accessed February 16, 2021
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Sibel Kaya 0000-0001-8417-3627

Doğan Yüksel 0000-0001-9131-3907

Yayımlanma Tarihi 1 Kasım 2022
Kabul Tarihi 16 Eylül 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 6

Kaynak Göster

APA Kaya, S., & Yüksel, D. (2022). Teacher Mindset and Grit: How do They Change by Teacher Training, Gender, and Subject Taught?. Participatory Educational Research, 9(6), 418-435. https://doi.org/10.17275/per.22.146.9.6