The Association Between Parents’ Growth Mindset and Children’s Persistence and Academic Skills

Parents’ educational beliefs are thought to guide children’s early development in school. The present study explored the association between parent’s growth mindset and elementary school-aged children’s self-reported persistence, as well as teacher-reported reading and math skills in 102 dyads. Findings showed that children self-reported greater persistence when their parents held more growth mindset. Teachers also rated students as more capable readers when their parents endorsed a growth, rather than fixed, mindset. Additional analysis indicated that although the effect of parents’ growth mindset on children’s reading skills became non-significant once SES was controlled, the positive association between parents’ mindset and children’s persistence was unaffected by SES. Our study provides evidence about the intergenerational association of motivational tendencies at an early age, even when children may not be able to develop a coherent system of motivational beliefs of their own.

Effects of Mindset, Democratic Parenting, Teaching, and School Environment on Global Citizenship of Ninth-grade Students

<p style="margin-left: 21.3pt; text-align: justify;">This research intended to examine the effect of mindset, democratic parenting, democratic teaching, and school environment on global citizenship among 2,226 ninth-grade students and 80 social studies teachers from 80 classrooms in public schools. The research instruments included a student questionnaire to measure global citizenship, democratic parenting, fixed and growth mindset, and a teacher questionnaire to measure democratic teaching and school environment and to analyze the data based on multilevel structural equation modeling. The significant findings revealed that democratic parenting and school environment positively affected global citizenship, whereas democratic teaching had a negative effect on global citizenship. In addition, the outstanding students with a growth mindset tend to lead to a positive effect and act as a mediating role through global citizenship than those with outstanding fixed mindset clearly. All factors in the model collaboratively explained the variance of global citizenship accounted for 62.8% and 47.5% at student and classroom levels, respectively. Finally, the discussions and suggestions section suggested the recommendations according to the findings of the research.</p>

Teacher Identity, Growth Mindset, and Agency

This chapter discusses the problem of teacher retention as it relates to handling the unexpected, whether it be meeting the needs of all learners, classroom management, or any other problem teachers may encounter. The authors propose that teacher education programs can support the growth of preservice teachers by helping them to develop teacher identity early in their learning through experiences and autonomy. In addition, preservice teachers should develop a growth mindset to promote agency when encountering learning obstacles and to engage in reflective practice. By identifying as teachers, allowing themselves to grow, and being proactive in searching for ways to improve their practice, preservice teachers can better prepare themselves for the reality of teaching and, hopefully, remain in the teaching profession.

Out of Trauma Comes Strength

Trauma occurs in a variety of forms including abuse, violence, neglect, or witness to any of these events. In the past, some have viewed trauma as a deficit that needs to be repaired. While this healing approach has value, new research has garnered a great deal of attention in shifting this paradigm to a strengths-based methodology. One such representation is the trauma-informed positive education (TIPE) model. This chapter provides an overview of the TIPE model and its three domains (i.e., repairing regulatory abilities, repairing disrupted attachment, and increasing psychological resources); discusses relevant pedagogical practices including emotional intelligence, mindfulness, grit, and growth mindset; and gives practical examples for educators to implement.

What's Training Got to Do With It?

With the current, pervasive mindset in schools of deficit thinking, which affects students of all ages and abilities, educator preparation programs have an opportunity to make a change. This chapter will explore educator preparation programs and what is being taught in introductory courses on special education, as well as mindset leading to deficit thinking. An exploratory survey of university instructors was conducted to discover what could lead to deficit thinking in preschool to Grade 12 (P-12) schools. Findings show that instructors are using supplemental materials to cover models of disability, and further study of how instructor mindset influences course content is warranted. Discussion will include adding growth mindset, self-efficacy strategies, and unconscious bias training in educator preparation programs to further challenge deficit thinking. Additional areas for future research will also be discussed.

Factors Influencing the Intentions to Adopt Technology of the Broiler Farmer in Livestock Region 3, Thailand

This research aimed to study the types and influence of mindsets, performance expectancy, effort expectancy, social influence and facilitating conditions on farmers' intention to adopt a technology. The research participants were 110 broiler farmers in livestock region 3. The research used a questionnaire to collect quantitative data and analyse the data using frequency, percentage, mean, standard deviation, correlation coefficient and structural equation modeling with maximum likelihood estimation to analyse path coefficienct and structural relationships. The result showed that most of the participants have a growth mindset more than a fixed mindset. Performance expectancy, effort expectancy, social influence and facilitating conditions have directly affected boiler farmers' intention to adopt the technology. Effort expectancy has a total effect on attitude toward using technology. Interestingly, facilitating conditions have shown the most considerable influence on attitude toward adopting the technology. Mindsets have an influence on effort expectancy and facilitating conditions. HIGHLIGHTS Most broiler farmers in livestock region 3 possess a growth mindset than a fixed mindset Performance expectancy, effort expectancy, social influence and facilitating conditions have direct effect on boiler farmers' intention to adopt the technology Mindsets influence farmers' perception of effort expectancy and facilitating conditions of adopting the technology

The role of mindset in preventing one’s mental health

Introduction: As long as the world is still in a pandemic, an individual must maintain his mental health to deal with problems or impacts arising from a pandemic situation. The growth mindset is believed to be a predictor in influencing a person's mental health. We tested how the growth mindset influences on positive mental health in college students during a pandemic. Method: A total of 567 students from universities in Indonesia randomly completed an online questionnaire. The data collection tool uses Positive mental Health and Implicit Theory Measures scale on two dimensions of growth mindset: intelligence mindset and moral mindset. Results: The results show that the intelligence mindset affects positive mental Health, the moral mindset as well. In addition, the two variables together, intelligence mindset and moral mindset, affect positive mental health. Conclusions: The three hypotheses proposed can be accepted statistically, but the magnitude of the influence of each hypothesis is very small. The implications and research suggestions are discussed in depth in the discussion.