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

被引：9

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.

引用

页数：10

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