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Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate
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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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“This is supported by Yu, Kreijkes, and Salmela-Aro (2022) who argued that autonomy-supportive practices (e.g., group work) are powerful ways to foster the growth of elementary children's mindset.”
From The Impact of a Dialogic Intervention on a Chinese Rural Teacher and Students' Stances Towards Texts (2025) · cites this paper as Yu, Kreijkes, and Salmela-Aro (2022)
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
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“The instructional approach teachers adopt, particularly the types of questions they ask and their efforts to foster student thinking, plays an important role in shaping students' responses and affording students with opportunities for meaningful interaction (Khong, Saito, and Gillies 2019;Yu, Kreijkes, and Salmela-Aro 2022).”
From The Impact of a Dialogic Intervention on a Chinese Rural Teacher and Students' Stances Towards Texts (2025) · cites this paper as Yu, Kreijkes, and Salmela-Aro 2022
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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
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2022-08
- Volume
- 80
- Pages
- 101616
- ISSN
- 0959-4752 (ISSN-L)
- 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
- hybrid
- doi.org
- 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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