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Chan HS, Chiu CY, Lee SL, Tong YY, Leung ITC, Chan AHT. Improving the predictor-criterion consistency of mindset measures: Application of the correspondence principle. JOURNAL OF PACIFIC RIM PSYCHOLOGY 2023. [DOI: 10.1177/18344909231166964] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/05/2023] Open
Abstract
Increasing the level of correspondence between measures of growth mindset and their related outcomes could afford more precise prediction of the relationships between growth mindset and social-emotional outcomes. To illustrate the value of measurement correspondence, two studies were conducted in Hong Kong. Study 1 showed that an agent-correspondent growth mindset measure (parents’ perception of the malleability of their children's personal qualities), compared to an agent-non-correspondent one (parents’ belief in the malleability of personal qualities of a generalized other), had stronger predictive relationship with children's likelihood of displaying difficult behaviors. Study 2 found that children's self-theories about the malleability of their intelligence (an intrapersonal construct) had stronger predictive relationship with academic engagement (an intrapersonal outcome) than did their perception of growth mindset norm (a normative construct). However, perceived growth mindset norm regarding personal qualities had stronger predictive relationship with peer relationship quality (an interpersonal outcome). Together these results demonstrated that when corresponding measures of growth mindset were used to predict an outcome, more reliable growth mindset effects would emerge.
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Affiliation(s)
- Hiu-Sze Chan
- Department of Sociology, The Chinese University of Hong Kong, Hong Kong, China
| | - Chi-Yue Chiu
- Faculty of Social Science, The Chinese University of Hong Kong, Hong Kong, China
| | - Sau-Lai Lee
- Faculty of Social Science, The Chinese University of Hong Kong, Hong Kong, China
| | - Yuk-Yue Tong
- Faculty of Social Science, The Chinese University of Hong Kong, Hong Kong, China
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Lee SL, Chan HS, Tong YY, Chiu CY. Growth mindset predicts teachers’ life satisfaction when they are challenged to innovate their teaching. JOURNAL OF PACIFIC RIM PSYCHOLOGY 2023. [DOI: 10.1177/18344909231167533] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/05/2023] Open
Abstract
Teaching innovations can improve the quality of education and facilitate adaptation to environmental shifts caused by global shocks such as the COVID pandemic. However, the pressure to innovate and change may also cause erosion of teachers’ life satisfaction, especially when job resources are insufficient and support for the changes is inadequate, or when teachers lack confidence in mastering new teaching technology. In the present research, we showed that compared to those who did not, teachers who presented a growth mindset—the belief that one's abilities can grow by mobilizing effective effort—had a greater tendency to accept a new initiative in teaching and had higher life satisfaction, particularly when they perceived resources and support for the change were insufficient (Study 1). In addition, when schools needed to switch to online teaching because of school closure during the COVID-19 pandemic, teachers who presented a growth mindset, compared to those who did not, felt more self-efficacious in mastering online teaching and had higher life satisfaction (Study 2). We discuss these findings in terms of their implications on the management of teacher well-being and teachers’ professional development during significant environmental shifts.
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Affiliation(s)
- Sau-Lai Lee
- Faculty of Social Science, The Chinese University of Hong Kong, Hong Kong, China
| | - Hiu-Sze Chan
- Department of Sociology, The Chinese University of Hong Kong, Hong Kong, China
| | - Yuk-Yue Tong
- Faculty of Social Science, The Chinese University of Hong Kong, Hong Kong, China
| | - Chi-Yue Chiu
- Faculty of Social Science, The Chinese University of Hong Kong, Hong Kong, China
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