Citations (16)
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Yu-Shan Ting & Yu-chu Yeh. (2023) Growth-mindset intervention effects and the relationship of mindset, hope belief, and self-efficacy during creativity game-based learning. Interactive Learning Environments 0:0, pages 1-17.
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Inkeri Rissanen, Elina Kuusisto, Eija Hanhimäki & Kirsi Tirri. (2018) Teachers’ Implicit Meaning Systems and Their Implications for Pedagogical Thinking and Practice: A Case Study from Finland. Scandinavian Journal of Educational Research 62:4, pages 487-500.
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Anna-Carin Jonsson & Dennis Beach. (2017) The influence of subject disciplinary studies on students’ implicit theories of intelligence and achievement goals in one Swedish upper-secondary school. Education Inquiry 8:1, pages 50-67.
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Marianne Dovemark & Dennis Beach. (2015) Academic work on a back-burner: habituating students in the upper-secondary school towards marginality and a life in the precariat. International Journal of Inclusive Education 19:6, pages 583-594.
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Articles from other publishers (12)
Inkeri Rissanen & Elina Kuusisto. (2023) The role of growth mindset in shaping teachers' intercultural competencies: A study among Finnish teachers. British Educational Research Journal.
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Sonja Lutovac, Matti Hasari & Raimo Kaasila. (2023) Fixed mindset as a challenge in teaching practice: A pre-service teacher’s experiences of received feedback. European Journal of Science and Mathematics Education 11:1, pages 167-181.
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Helene Zeeb, Johannes Hunecke & Thamar Voss. (2022) Teachers’ dysfunctional feedback to students from immigrant and non-immigrant backgrounds: A pilot study. Social Psychology of Education 25:6, pages 1273-1306.
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Leila E. Ferguson & Ivar Bråten. (2022) Unpacking pre-service teachers’ beliefs and reasoning about student ability, sources of teaching knowledge, and teacher-efficacy: A scenario-based approach. Frontiers in Education 7.
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Jason M. Stephens, Christine Rubie-Davies & Elizabeth R. Peterson. (2022) Do preservice teacher education candidates’ implicit biases of ethnic differences and mindset toward academic ability change over time?. Learning and Instruction 78, pages 101480.
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Katarina Gvozdic & Valérie Lussi Borer. (2021) Appréhender les transformations de l’activité versus de la cognition des enseignant·es : approches (in)compatibles ?. Raisons éducatives N° 25:1, pages 65-90.
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Vivienne Y. K. Tao, Yun Li, Ka Hou Lam, Chi Wo Leung, Chit Iam Sun & Anise M. S. Wu. (2021) From teachers’ implicit theories of intelligence to job stress: The mediating role of teachers’ causal attribution of students’ academic achievement. Journal of Applied Social Psychology 51:5, pages 522-533.
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Branko Vermote, Nathalie Aelterman, Wim Beyers, Leen Aper, Fanny Buysschaert & Maarten Vansteenkiste. (2020) The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach. Motivation and Emotion 44:2, pages 270-294.
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Guang Zeng, Xinjie Chen, Hoi Yan Cheung & Kaiping Peng. (2019) Teachers' Growth Mindset and Work Engagement in the Chinese Educational Context: Well-Being and Perseverance of Effort as Mediators. Frontiers in Psychology 10.
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Inkeri Rissanen, Elina Kuusisto, Moona Tuominen & Kirsi Tirri. (2019) In search of a growth mindset pedagogy: A case study of one teacher's classroom practices in a Finnish elementary school. Teaching and Teacher Education 77, pages 204-213.
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Junfeng Zhang, Elina Kuusisto & Kirsi Tirri. (2017) How Teachers’ and Students’ Mindsets in Learning Have Been Studied: Research Findings on Mindset and Academic Achievement. Psychology 08:09, pages 1363-1377.
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Meagan M. Patterson, Natasha Kravchenko, Li Chen-Bouck & Jenna A. Kelley. (2016) General and domain-specific beliefs about intelligence, ability, and effort among preservice and practicing teachers. Teaching and Teacher Education 59, pages 180-190.
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