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Hypothesised model for the socialisation of implicit theories of intelligence from teacher to pupil (reproduced from Haimovitz & Dweck, 2017, p. 1856, with permission).
Source publication
This paper explores the relationship of teachers' intelligence beliefs and classroom instruction, in-particular teachers' use of intelligence language. According to Dweck's (1999) theory of intelligence, individuals can hold intelligence beliefs on a continuum from an entity theory, where intelligence is fixed, through to an incremental theory, wit...
Context in source publication
Context 1
... a consequence, teachers' establishment of performance goal environments can result in poor student effort, when facing future failures ( Rissanen et al., 2019). Haimovitz and Dweck (2017) proposed a model of how teacher intelligence beliefs may function in relation to teacher intelligence language (see Figure 1). The model begins with an achievement event (success or failure). ...
Similar publications
This paper explores the relationship of teachers' intelligence beliefs and classroom instruction, in-particular teachers' use of intelligence language. According to Dweck's (1999) theory of intelligence, individuals can hold intelligence beliefs on a continuum from an entity theory, where intelligence is fixed, through to an incremental theory, wit...
Citations
... There were five studies related to English language teachers' role and teacher training (see Table 1). Cutler et al. (2019) looked at three secondary school teachers based on teacher ecology (Buehl & Beck, 2014) and Dweck's (1999) theory of intelligence belief questionnaire, video-recorded observations, and semi-structured interviews to find teachers not always enacting their intelligence beliefs during instruction. This was because intelligence beliefs and practices could be mediated by "contextual factors, such as pre-determined target grades, class sets (low, mid, high), beliefs about students and student behaviour" (Cutler et al., 2019, p. 59). ...
Mindset theories have been applied to study motivation in various domains, with researchers talking about different mindsets in diverse academic domains. The domain specificity of mindsets has led second language researchers to suggest distinct mindsets concerning language ability and learning outcomes. While there is no lack of research on the application of mindset theories, a systematic synthesis of the literature on mindset theories focusing on the language education domain has remained relatively unexplored. The literature in this study was identified by conducting keyword searches in Scopus and EBSCOhost research databases using a combination of the following terms: "mindset theories", "English as a foreign language", "English as a second language", and "teacher training". The search results were limited to research articles published in English-medium refereed journals from 2013 to 2023. We scrutinized the titles and abstracts of 128 articles in the initial round of screening and did a second round of close reading for relevance to the synthesis focus. This chapter synthesizes 40 research papers on the application of mindset theories in the domain of language teaching and learning, including 1) studies on language skills such as writing, 2) studies related to language teachers' role and teacher training, and 3) theoretical and practical applications of mindset theories. The conclusions drawn will be used to recommend future directions in research and practice. The chapter will contribute to the field of mindset theories in language education in terms of research and practice for educators and researchers.
... Similarly, teachers' growth mindset beliefs, may also either aligned or not with their larger community. Studies on teachers' growth mindset beliefs suggest that they are influenced by some assumptions in the broader culture (Cutler, Mallaburn, Putwain, & Daly, 2019;Rissanen, Kuusisto, Hanhim€ aki, & Tirri, 2018), and because of these cultural specificities, teachers who hold the growth mindset but come from different cultures might still have very different approaches to their pedagogy (Zhang, Kuusisto, & Tirri, 2020). We speculate that the growth mindset effect on students' achievement would also be influenced by how beliefs, values, and other sociocultural factors are consistent across students' social environments and among the key social actors in these environments. ...
Background:
Meta-analytic studies show that the benefits of the growth mindset on academic achievement are heterogenous. Past studies have explored how individual characteristics and proximal environmental factors could explain these variations, but the role of the broader sociocultural environment has seldom been explored.
Aims:
We investigated society-level social axioms to explain variations in growth mindset effects on achievement across cultures. We hypothesized that three society-level social axioms (social complexity, fate control, and reward for application) imply social norms that would either support or obstruct the growth mindset effect.
Sample and methods:
We conducted multilevel SEM with random slopes using data from 273,074 students nested within 39 countries/territories.
Results:
We found weaker growth mindset effects in societies with stronger social complexity beliefs; societies believing that there are multiple solutions to problems have social norms that obstruct the growth mindset effects on achievement. No moderating effects were found with other social axioms.
Conclusion:
Relevant cultural-level normative beliefs should be considered to better assess the relevance of the growth mindset construct.
... Similarly, teachers' growth mindset beliefs, may also either aligned or not with their larger community. Studies on teachers' growth mindset beliefs suggest that they are influenced by some assumptions in the broader culture (Cutler, Mallaburn, Putwain, & Daly, 2019;Rissanen, Kuusisto, Hanhim€ aki, & Tirri, 2018), and because of these cultural specificities, teachers who hold the growth mindset but come from different cultures might still have very different approaches to their pedagogy (Zhang, Kuusisto, & Tirri, 2020). We speculate that the growth mindset effect on students' achievement would also be influenced by how beliefs, values, and other sociocultural factors are consistent across students' social environments and among the key social actors in these environments. ...
Background
Expectancy–value theory posits that higher levels of utility‐value yield better achievement outcomes. Much of the existing research on utility value has focused on the individual as the unit of analysis. Person–culture fit theory, however, suggests that it is also important to consider the fit between the person and the broader society one is embedded in. The greater the fit, the more optimal outcomes ensue. However, to our knowledge past studies have not examined utility value from a person–culture fit perspective.
Aims
This study aimed to examine whether person–culture fit in utility value, defined as the match between the student’s and the society’s utility value perceptions, is associated with more optimal outcomes. More specifically, we examined (1) how utility value predicted achievement and (2) whether societal‐level utility value changed the magnitude of the relationship between student‐level utility value and achievement.
Sample
We used the Programme for International Student Assessment (PISA) 2009 data provided by 502,261 15‐year‐old students from 73 countries/societies.
Methods
Multilevel random‐slopes structural equation modelling was used.
Results
Across all societies, students with higher utility value had better achievement. Moreover, in societies where schooling is highly valued, students’ utility value was a stronger predictor of achievement in reading, math, and science confirming our person–culture fit hypothesis.
Conclusion
These findings signify the importance of person–culture fit in utility value. It also has important implications for motivation research by demonstrating the need to take the broader societal context into account and moving beyond an exclusive focus on the individual student as the unit of analysis.
