Investigating preservice teachers' field-specific ability beliefs: Do they believe innate talent is essential for success in their subject?

被引：8
作者：
Asbury, Katharina [1 ]
Roloff, Janina [1 ]
Carstensen, Bastian [1 ]
Guill, Karin [1 ]
Klusmann, Uta [1 ]
机构：
[1] IPN Leibniz Inst Sci & Math Educ, Olshausenstr 62, D-24118 Kiel, Germany
来源：
TEACHING AND TEACHER EDUCATION | 2023年 / 136卷
关键词：
Preservice teachers; Fixed mindset; Growth mindset; Field-specific ability beliefs; Teacher beliefs; COVARIANCE STRUCTURE-ANALYSIS; IMPLICIT THEORIES; GROWTH MINDSET; ACADEMIC-ACHIEVEMENT; INTELLIGENCE; MOTIVATION; STUDENTS; MATH; GENDER; MULTILEVEL;
D O I：
10.1016/j.tate.2023.104367
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Recent research proposes that teachers' mindsets vary regarding the importance of students' innate ability for success. While growth and fixed mindsets capture beliefs about intelligence, field-specific ability beliefs focus on a specific domain. Higher FAB scores indicate greater emphasis on innate ability. The present study examines the factorial validity of both field-specific beliefs and general mindsets and their associations with teacher motivation. Drawing on cross-sectional data from 1192 preservice teachers, results provide empirical support for a distinction between FABs and fixed mindset. Moreover, FABs differ significantly among preservice teachers from various subjects. Finally, FABs significantly correlate with teachers' motivational attributes.
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页数：10
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