National Differences in Mindset among Students Who Plan to Be Teachers

Autor/inn/en	Asbury, Kathryn; Klassen, Robert; Bowyer-Crane, Claudine; Kyriacou, Chris; Nash, Poppy
Titel	National Differences in Mindset among Students Who Plan to Be Teachers
Quelle	In: International Journal of School & Educational Psychology, 4 (2016) 3, S.158-164 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2015.1075164
Schlagwörter	Foreign Countries; Preservice Teachers; Cross Cultural Studies; Cultural Differences; Student Attitudes; Graduate Students; Likert Scales; Student Behavior; Dyslexia; Attention Deficit Hyperactivity Disorder; Vignettes; Statistical Analysis; Multivariate Analysis; Asia; China; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Likert-Skala; Student behaviour; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Statistische Analyse; Multivariate Analyse; Asien; Großbritannien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01