Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 43, 2023 - Issue 9
306
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

A teacher strategic mindset predicts efficacious and effective teaching

ORCID Icon, ORCID Icon & ORCID Icon
Pages 1008-1026 | Received 05 May 2023, Accepted 29 Oct 2023, Published online: 08 Nov 2023

References

  • Ahn, S., & Choi, J. (2004). Teachers’ subject matter knowledge as a teacher qualification: A synthesis of the quantitative literature on students’ mathematics achievement [Paper presentation]. American Educational Research Association, San Diego, CA. https://eric.ed.gov/?id=ED490006
  • Alimorad, Z., & Tajgozari, M. (2016). Factors contributing to Iranian EFL teachers’ burnout: Teachers’ perceived solutions to overcome this problem. Modern Journal of Language Teaching Methods, 6(2), 228–237. https://doi.org/10.1177/2158244016679212
  • Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 17(2), 86–95. https://doi.org/10.1177/088840649401700203
  • Appleby, D. C. (2006). How do college freshmen view the academic differences between high school and college? [Paper presentation]. Annual meeting of the Midwestern Psychological Association, Chicago, IL.
  • Aronson, E. (1999). The power of self-persuasion. American Psychologist, 54(11), 875–884. https://doi.org/10.1037/h0088188
  • Bembenutty, H., & White, M. C. (2013). Academic performance and satisfaction with homework completion among college students. Learning and Individual Differences, 24, 83–88. https://doi.org/10.1016/j.lindif.2012.10.013
  • Berman, P., & McLaughlin, M. W. (1977). Federal programs supporting educational change, Vol. VII: Factors affecting implementation and continuation. The Rand Corporation. https://www.rand.org/content/dam/rand/pubs/reports/2005/R1589.7.pdf
  • Burnette, J. L., O'boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139(3), 655–701. https://doi.org/10.1037/a0029531
  • Capa‐Aydin, Y., Sungur, S., & Uzuntiryaki, E. (2009). Teacher self‐regulation: Examining a multidimensional construct. Educational Psychology, 29(3), 345–356. https://doi.org/10.1080/01443410902927825
  • Chen, P., Chavez, O., Ong, D. C., & Gunderson, B. (2017). Strategic resource use for learning: A self-administered intervention that guides self-reflection on effective resource use enhances academic performance. Psychological Science, 28(6), 774–785. https://doi.org/10.1177/0956797617696456
  • Chen, P., Powers, J. T., Katragadda, K. R., Cohen, G. L., & Dweck, C. S. (2020). A strategic mindset: An orientation toward strategic behavior during goal pursuit. Proceedings of the National Academy of Sciences of the United States of America, 117(25), 14066–14072. https://doi.org/10.1073/pnas.2002529117
  • Crum, A. J., Salovey, P., & Achor, S. (2013). Rethinking stress: The role of mindsets in determining the stress response. Journal of Personality and Social Psychology, 104(4), 716–733. https://doi.org/10.1037/a0031201
  • Dembo, M. H., & Gibson, S. (1985). Teachers’ sense of efficacy: An important factor in school improvement. The Elementary School Journal, 86(2), 173–184. https://doi.org/10.1086/461441
  • Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science (New York, N.Y.), 318(5855), 1387–1388. https://doi.org/10.1126/science.1151148
  • Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science: a Journal of the Association for Psychological Science, 14(3), 481–496. https://doi.org/10.1177/1745691618804166
  • Dweck, C. S., Chiu, C. Y., & Hong, Y. Y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives. Psychological Inquiry, 6(4), 267–285. https://doi.org/10.1207/s15327965pli0604_1
  • Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175–191. https://doi.org/10.3758/bf03193146
  • Fayant, M. P., Sigall, H., Lemonnier, A., Retsin, E., & Alexopoulos, T. (2017). On the limitations of manipulation checks: An obstacle toward cumulative science. International Review of Social Psychology, 30(1), 125–130. https://doi.org/10.5334/irsp.102
  • Fletcher-Wood, H., & Zuccollo, J. (2020). The effects of high-quality professional development on teachers and students: A rapid review and meta-analysis. Education Policy Institute. https://epi.org.uk/publications-and-research/effects-high-quality-professional-development/
  • Försterling, F. (1985). Attributional retraining: A review. Psychological Bulletin, 98(3), 495–512. https://doi.org/10.1037/0033-2909.98.3.495
  • Frondozo, C. E., King, R. B., Nalipay, M. J. N., & Mordeno, I. G. (2022). Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement. Current Psychology, 41(8), 5030–5033. https://doi.org/10.1007/s12144-020-01008-4
  • Ghonsooly, B., & Ghanizadeh, A. (2013). Self-efficacy and self-regulation and their relationship: A study of Iranian EFL teachers. The Language Learning Journal, 41(1), 68–84. https://doi.org/10.1080/09571736.2011.625096
  • Gol, A. K., & Royaei, N. (2013). EFL teachers’ self-regulation and job performance. Theory and Practice in Language Studies, 3(10), 1855–1861. https://doi.org/10.4304/tpls.3.10.1855-1861
  • Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63–69. https://doi.org/10.1016/0742-051X(88)90025-X
  • Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31(3), 627–643. https://doi.org/10.2307/1163230
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta‐analyses relating to achievement. Routledge.
  • Kruse, S. D. (1997). Reflective activity in practice: Vignettes of teachers' deliberative work. Journal of Research and Development in Education, 33(3), 261–289.
  • Künzler, F., Mishra, V., Kramer, J. N., Kotz, D., Fleisch, E., & Kowatsch, T. (2019). Exploring the state-of-receptivity for mHealth interventions. Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies, 3(4), 1–27. https://doi.org/10.1145/3369805
  • Minarik, M. M., Thornton, B., & Perreault, G. (2003). Systems thinking can improve teacher retention. The Clearing House, 76(5), 230–234. https://doi.org/10.1080/00098650309602010
  • Molden, D. C., & Dweck, C. S. (2006). Finding "meaning" in psychology: A lay theories approach to self-regulation, social perception, and social development. The American Psychologist, 61(3), 192–203. https://doi.org/10.1037/0003-066X.61.3.192
  • Nalipay, M. J. N., King, R. B., Mordeno, I. G., & Wang, H. (2022). Are good teachers born or made? Teachers who hold a growth mindset about their teaching ability have better well-being. Educational Psychology, 42(1), 23–41. https://doi.org/10.1080/01443410.2021.2001791
  • Noughabi, M. A., & Amirian, S. M. R. (2021). Assessing the contribution of autonomy and self-efficacy to EFL teachers’ self-regulation. English Teaching & Learning, 45(1), 71–88. https://doi.org/10.1007/s42321-020-00060-4
  • Okonofua, J. A., Paunesku, D., & Walton, G. M. (2016). Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents. Proceedings of the National Academy of Sciences of the United States of America, 113(19), 5221–5226. https://doi.org/10.1073/pnas.1523698113
  • R Core Team. (2021). R: A language and environment for statistical computing. R Foundation for Statistical Computing. https://www.R-project.org/
  • Randall, D. M., & Wolff, J. A. (1994). The time interval in the intention‐behaviour relationship: Meta‐analysis. British Journal of Social Psychology, 33(4), 405–418. https://doi.org/10.1111/j.2044-8309.1994.tb01037.x
  • Richard, F. D., Bond, C. F., Jr,., & Stokes-Zoota, J. J. (2003). One hundred years of social psychology quantitatively described. Review of General Psychology, 7(4), 331–363. https://doi.org/10.1037/1089-2680.7.4.331
  • Sanders, M. R., & Kirby, J. N. (2012). Consumer engagement and the development, evaluation, and dissemination of evidence-based parenting programs. Behavior Therapy, 43(2), 236–250. https://doi.org/10.1016/j.beth.2011.01.005
  • Schönbrodt, F. D., & Perugini, M. (2013). At what sample size do correlations stabilize? Journal of Research in Personality, 47(5), 609–612. https://doi.org/10.1016/j.jrp.2013.05.009
  • Sheppard, B. H., Hartwick, J., & Warshaw, P. R. (1988). The theory of reasoned action: A meta-analysis of past research with recommendations for modifications and future research. Journal of Consumer Research, 15(3), 325–343. https://doi.org/10.1086/209170
  • Thadani, V., Breland, W., & Dewar, J. (2015). Implicit theories about teaching skills predict university faculty members’ interest in professional learning. Learning and Individual Differences, 40, 163–169. https://doi.org/10.1016/j.lindif.2015.03.026
  • Toussi, M. T. M., Boori, A. A., & Ghanizadeh, A. (2011). The role of EFL teachers’ self-regulation in effective teaching. World Journal of Education, 1(2), 39–48. https://doi.org/10.5430/wje.v1n2p39
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. 10.1016/S0742-051X(01)00036-1
  • Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202
  • Turetsky, K. M., Sinclair, S., Starck, J. G., & Shelton, J. N. (2021). Beyond students: How teacher psychology shapes educational inequality. Trends in Cognitive Sciences, 25(8), 697–709. https://doi.org/10.1016/j.tics.2021.04.006
  • Walton, G. M., & Yeager, D. S. (2020). Seed and soil: Psychological affordances in contexts help to explain where wise interventions succeed or fail. Current Directions in Psychological Science, 29(3), 219–226. https://doi.org/10.1177/0963721420904453
  • Weiner, B. (2013). Human motivation. Psychology Press. https://doi.org/10.4324/9780203772218
  • Weiss, J. A., & Merrigan, M. (2021). Employee coachability: New insights to increase employee adaptability, performance, and promotability in organizations. International Journal of Evidence Based Coaching & Mentoring, 19(1), 121–136. https://doi.org/10.24384/kfmw-ab52
  • Yeager, D. S., Carroll, J. M., Buontempo, J., Cimpian, A., Woody, S., Crosnoe, R., Muller, C., Murray, J., Mhatre, P., Kersting, N., Hulleman, C., Kudym, M., Murphy, M., Duckworth, A. L., Walton, G. M., & Dweck, C. S. (2022). Teacher mindsets help explain where a growth-mindset intervention does and doesn’t work. Psychological Science, 33(1), 18–32. https://doi.org/10.1177/09567976211028984
  • Yeager, D. S., Johnson, R., Spitzer, B. J., Trzesniewski, K. H., Powers, J., & Dweck, C. S. (2014). The far-reaching effects of believing people can change: Implicit theories of personality shape stress, health, and achievement during adolescence. Journal of Personality and Social Psychology, 106(6), 867–884. https://doi.org/10.1037/a0036335

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.