Vestad Lene, Bru Edvin, Virtannen Tuomo
Norwegian Center for Learning Environment and Behavioral Research in Education, University of Stavanger, Stavanger, Norway.
Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland.
Br J Educ Psychol. 2025 Jul 12. doi: 10.1111/bjep.70009.
Teachers' role in fostering students' growth mindset (GM) is increasingly acknowledged among researchers and practitioners. However, the questions of how teachers support students' growth mindsets and whether this influences adolescents' perceived mindsets have yet to be comprehensively addressed.
The main objective of this study was to investigate the predictive role of teachers' support for students' growth mindset (TSGM) on students' growth mindset (GM). Moreover, students' GM may influence their experiences of teachers' supportive encouragement, suggesting a bidirectional relationship between TSGM and students' GM.
Self-reported data were collected from a sample of 1760 adolescent students aged 13-16 (grades 8-10; 49% female and 51% male; Norwegian lower secondary school).
Random intercept cross-lagged panel modelling was used, with the within cross-lagged TSGM parameters and student GM predictions separated from the stable between parameters for the same variables across three waves.
TSGM predicted students' GM, while students' GM also predicted TSGM in a bidirectional moderate manner across lower secondary school. A positive bidirectional correlation of stability in TSGM and GM across time was also found.
While TGSM's importance in predicting individual student GM was supported, student GM also had a predictive role in TSGM. This bidirectional relationship suggests that students who hold a GM are more likely to experience teachers as supportive. This suggests a self-reinforcing cycle for GM-oriented students and emphasizes that teachers must recognize students who might struggle to engage in mindset-enhancing interactions and impress on them that their abilities are malleable.
教师在培养学生成长型思维（GM）方面的作用在研究人员和从业者中越来越受到认可。然而，教师如何支持学生的成长型思维以及这是否会影响青少年的感知思维模式等问题尚未得到全面解决。
本研究的主要目的是调查教师对学生成长型思维的支持（TSGM）对学生成长型思维（GM）的预测作用。此外，学生的成长型思维可能会影响他们对教师支持性鼓励的体验，这表明TSGM与学生的成长型思维之间存在双向关系。
从1760名13 - 16岁的青少年学生（8 - 10年级；49%为女生，51%为男生；挪威初中）样本中收集了自我报告数据。
采用随机截距交叉滞后面板模型，将交叉滞后的TSGM参数和学生成长型思维预测与同一变量在三个时间点的稳定参数分开。
TSGM预测了学生的成长型思维，而学生的成长型思维也以双向适度的方式预测了TSGM在初中阶段的情况。还发现TSGM和成长型思维随时间的稳定性呈正双向相关。
虽然支持了TGSM在预测个体学生成长型思维方面的重要性，但学生的成长型思维在TSGM中也具有预测作用。这种双向关系表明，具有成长型思维的学生更有可能体验到教师的支持。这为以成长型思维为导向的学生提出了一个自我强化的循环，并强调教师必须识别那些可能难以参与思维模式提升互动的学生，并让他们相信自己的能力是可塑造的。
