Zeng Guang, Chen Xinjie, Cheung Hoi Yan, Peng Kaiping
Department of Psychology, Tsinghua University, Beijing, China.
Graduate School of Education, Stanford University, Stanford, CA, United States.
Front Psychol. 2019 Apr 18;10:839. doi: 10.3389/fpsyg.2019.00839. eCollection 2019.
The current study investigated the relationships among growth mindset, work engagement, perseverance of effort and well-being for secondary school teachers in the Chinese educational context. We adopted Growth Mindset Inventory, Utrecht Work Engagement Scale (UWES), Grit Scale (Perseverance subscale), and PERMA profiles that measure five dimensions of well-being. Participants included 472 secondary school teachers from 10 secondary schools in central China. Correlation analysis showed that growth mindset, well-being, and perseverance of effort could all predict work engagement. Moreover, the structural equation model and mediation analysis further suggested that well-being and perseverance of effort could partially mediate the relationship between growth mindset and work engagement. This study permitted to advance our knowledge about the relationship between growth mindset and work engagement, which should be considered for future teaching practices and teacher development.
本研究在中国教育背景下，考察了中学教师的成长型思维、工作投入、努力坚持与幸福感之间的关系。我们采用了成长型思维量表、乌得勒支工作投入量表（UWES）、坚毅量表（毅力子量表）以及测量幸福感五个维度的PERMA概况量表。研究对象包括来自中国中部10所中学的472名中学教师。相关分析表明，成长型思维、幸福感和努力坚持都可以预测工作投入。此外，结构方程模型和中介分析进一步表明，幸福感和努力坚持在成长型思维与工作投入之间的关系中起到部分中介作用。本研究有助于增进我们对成长型思维与工作投入之间关系的认识，这在未来的教学实践和教师发展中应予以考虑。
