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ERIC Number: EJ1110631
Record Type: Journal
Publication Date: 2016
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2168-3603
National Differences in Mindset among Students Who Plan to Be Teachers
Asbury, Kathryn; Klassen, Robert; Bowyer-Crane, Claudine; Kyriacou, Chris; Nash, Poppy
International Journal of School & Educational Psychology, v4 n3 p158-164 2016
A growth mindset has been found beneficial to students, particularly when they encounter academic setbacks (Dweck, 2000). Evidence suggests that teachers' own mindsets may influence those of their students. We assessed mindset among student teachers from different places of origin (UK and East Asia) in a UK university (N = 255). Although both groups were relatively growth-minded, those brought up in the UK were significantly more so than those brought up in East Asia (F(4, 228) = 26.52, p < 0.001, Wilk's ? = 0.68, n[superscript 2][subscript p] = 0.32). Furthermore, UK student teachers reported higher levels of growth mindset than East Asian student teachers in relation to pupils' academic potential, behavior, dyslexia, and ADHD. Implications for education are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Asia; China; United Kingdom