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Cited by 144Education, Achievement, and GiftednessGrit, Self-Efficacy, and MotivationEarly Childhood Education and Development

The DOI matches its Crossref record; 70 of the 70 references it cites were found in a registry or an index.

Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate

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Yu, Junlin, Kreijkes, Pia, Salmela-Aro, Katariina·2022·Learning and Instruction
DOI 10.1016/j.learninstruc.2022.101616

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Abstract

To effectively cultivate students' growth mindset, it is important to identify contextual factors that may communicate mindset messages to students. The present study examined the association of students' growth mindset with various dimensions of teacher beliefs (mindset, self-efficacy), teaching practices (guided inquiry, group work, task differentiation, in-class ability grouping, mastery and normative evaluations), and school climate (holistic development, in-school ability grouping). Participants were 2200 ten-year-old students, 358 teachers, and 65 principals from Finnish elementary schools that participated in the OECD Survey on Social and Emotional Skills. Multilevel analyses show that students endorsed more of a growth mindset in classrooms where teachers used guided inquiry and in schools that emphasized students' social-emotional development. In contrast, students endorsed more of a fixed mindset when teachers assigned different tasks to different students based on ability. Implications for how to combine teaching practices to support students’ growth mindset are discussed.

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Metadata

Authors
Yu, J., Kreijkes, P., & Salmela-Aro, K.
Affiliations
  • University of Helsinki (FI)
  • University of Cambridge (GB)
Corresponding author
Yu, Junlin
ORCID
Venue
Learning and Instruction
Publisher
Elsevier BV
Published
2022-08
Volume
80
Pages
101616
ISSN
0959-4752 (ISSN-L)
DOI
10.1016/j.learninstruc.2022.101616
OpenAlex
W4220838837
Cited by
144
References
70
Citations by year
2026: 30 · 2025: 45 · 2024: 33 · 2023: 24 · 2022: 12
FWCI
26.23
Type
journal article
Language
en
Open access
Licence
Locations
  • Learning and Instruction (publishedVersion, cc-by)
  • Työväentutkimus Vuosikirja (submittedVersion)
  • PsyArXiv (OSF Preprints) (submittedVersion, cc-by)
  • PsyArXiv (OSF Preprints) (submittedVersion)
Funders
Academy of Finland (308351, 345117, 336138)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
growth mindset, fixed mindset, teacher beliefs, teacher self-efficacy, teaching practice, guided inquiry, ability grouping, task differentiation, group work, normative evaluation, school climate, socioemotional skills, elementary school students, social-emotional development

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