De Kraker-Pauw Emmy, Van Wesel Floryt, Krabbendam Lydia, Van Atteveldt Nienke
Behavioural and Movement Sciences, Vrije Universiteit AmsterdamAmsterdam, Netherlands.
Methodology and Statistics, Utrecht UniversityUtrecht, Netherlands.
Front Psychol. 2017 Sep 21;8:1594. doi: 10.3389/fpsyg.2017.01594. eCollection 2017.
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.
教师所持有的教学信念（例如，关于智力可塑性的信念或“思维模式”）可能会对他们的教学行为产生深远影响。一般来说，关于智力的可塑性可以区分出两种基本的思维模式：固定型（实体型）和成长型（增量型）。在本文中，我们呈现了两项研究，调查教师的思维模式与（1）他们对学生成绩的评价以及（2）他们提供的反馈之间的关联。研究1聚焦于思维模式与评价之间的关联。研究结果揭示了成长型思维模式与对学生成绩提高的评价之间存在关联。研究2调查了教师的思维模式对他们向学生提供的口头反馈的数量和类型的影响。与预期相反，研究结果揭示了思维模式与反馈数量之间存在显著的负相关。
