Teacher Mindsets Concerning the Malleability of Intelligence and the Appraisal of Achievement in the Context of Feedback

Emmy de Kraker-Pauw, Floryt Van Wesel, Lydia Krabbendam, Nienke Van Atteveldt

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

The pedagogical beliefs (e.g., beliefs or "mindsets" concerning the malleability of intelligence) that teachers hold may have a far-reaching impact on their teaching behavior. In general, two basic mindsets can be distinguished with regard to the malleability of intelligence: fixed (entity) and growth (incremental). In this article, we present two studies investigating the associations between teachers' mindset and (1) their appraisal of students' achievements and (2) the feedback they provide. Study 1 focuses on the associations between mindset and appraisal. The findings reveal an association between growth mindset and the appraisal of increasing student achievements. Study 2 investigates the impact of teachers' mindset on the amount and type of oral feedback they provide to their students. Contrarily to expectations, the findings reveal a significant negative correlation between mindset and the amount of feedback.

Original languageEnglish
Article number1594
Pages (from-to)1594
JournalFrontiers in Psychology
Volume8
Issue numberSEP
DOIs
Publication statusPublished - 2017

Keywords

  • Journal Article

Fingerprint

Dive into the research topics of 'Teacher Mindsets Concerning the Malleability of Intelligence and the Appraisal of Achievement in the Context of Feedback'. Together they form a unique fingerprint.

Cite this