Abstract

This article presents a study of five teachers at a Finnish elementary school who implemented and evaluated growth mindset pedagogy (GMP). The teachers received GMP training and conducted student interventions in their classrooms. We analyzed the impact of GMP on the teacher's pedagogical thinking and practices and found significant differences between fixed-mindset and growth-mindset teachers in the ways they internalized and applied GMP principles. The most important value of GMP was seen in its impact on emotion regulation through the normalization of hardship in learning. We discuss the dangers of a superficial understanding of growth mindsets in education.

Original languageEnglish
Article number753698
JournalFrontiers in education
Volume6
Number of pages14
ISSN2504-284X
DOIs
Publication statusPublished - 29 Sept 2021
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • mindset theory
  • growth mindset pedagogy
  • Finnish teachers
  • elementary schools
  • intervention
  • CHILDRENS MOTIVATIONAL FRAMEWORKS
  • IMPLICIT THEORIES
  • COLLEGE-STUDENTS
  • GOAL ORIENTATION
  • ACADEMIC-SUCCESS
  • INTELLIGENCE
  • ACHIEVEMENT
  • EDUCATION
  • INTERVENTIONS
  • RESILIENCE

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