@article{e322663a745141a2b8d1c737c15629ea,
title = "Reflecting on their mission increases preservice teachers{\textquoteright} growth mindsets",
abstract = "When teachers believe that students' abilities are fixed, their students' motivation, well-being, and performance tend to suffer. While many interventions have been developed to reduce these so-called fixed mindsets in students and increase the belief that abilities are malleable (i.e., a growth mindset), there are no cost-effective, scalable interventions targeting teachers' mindsets. To address this need, we developed a brief intervention consisting of a reflection task in which teachers thought and wrote about their mission as educators. Two experiments with preservice teachers (total N = 576) revealed that this brief intervention increased their growth mindsets (meta-analytic d = 0.25). This increase did not dissipate over the course of a week (meta-analytic d = 0.26), suggesting the intervention's effects are not ephemeral. Although more work is needed to establish the robustness and generalizability of this intervention's effects, it may ultimately become a useful tool for teacher education programs.",
keywords = "Growth and fixed mindset, Intervention, Reflection, Teacher education, Teachers",
author = "Anke Heyder and Ricarda Steinmayr and Andrei Cimpian",
note = "Funding Information: The domain-specific mindset measure consists of four items adapted from Heyder et al. (2020; e.g., “To be among the best in [subject], children need a special aptitude that cannot be taught”). Again, response options ranged from 1 (strongly disagree) to 7 (strongly agree). Similarly to Study 1, a one-dimensional factor structure was supported by CFAs for the immediate posttest, χ2(2) = 0.75, p = .69, CFI = 1, RMSEA = .000, SRMR = .012,7 as well as the one-week follow-up, χ2(1) = 0.12, p = .72, CFI = 1, RMSEA = .000, SRMR = .004. Furthermore, the scale showed mostly high internal consistency at the immediate posttest (Cronbach's α aggregate across domains/math/German/other subjects = .73/.68/.76/.76) as well as the follow-up (Cronbach's α aggregate across domains/math/German/other subjects = .72/.71/.77/.66). The one-week test-retest reliability for those not participating in the intervention (i.e., the control group) was good as well (rtt aggregate across domains/math/German/other subjects = .77/.84/.83/.75). Publisher Copyright: {\textcopyright} 2023 Elsevier Ltd",
year = "2023",
month = aug,
doi = "10.1016/j.learninstruc.2023.101770",
language = "English (US)",
volume = "86",
journal = "Learning and Instruction",
issn = "0959-4752",
publisher = "Elsevier BV",
}