teachers’ empowerment with a growth mindset and learners’ self-regulated learning

Recently, the concept of mindsets, as a significant motivational belief, has gained paramount importance as it makes a notable difference in teachers’ practices and students’ learning. the present study thus sought to promote teachers’ growth mindset and to examine the role of teachers’ growth mindset in learners’ self-regulated learning (slr). to this end, 10 iranian teacher participants took part in six online professional development sessions. initially, they were asked to read some chapters of dweck’s (2006) book mindset: the new psychology of success. in these training sessions, teachers’ awareness of fixed and growth mindsets was raised through discussion and reflective practices. then, being provided with concrete examples of growth mindset feedback, they practiced how to use them in the real classroom. to assess the change in their mindset, the theories of intelligence scale for adults was given to them before and after the training sessions. after that, they started their online teaching practices. before the online class started, their learners (n=110) filled the monitoring scale, effort regulation scale, and goal setting and planning scale as measures of self-regulated learning. after three months, teachers and learners filled the theories of intelligence scale for adults and the measures of self-regulated learning, respectively. the results indicated that the teachers experienced a growth mindset developmental progression, even after three months, which confirms the long-lasting effect of such training on their mindsets. in addition, monitoring, effort regulation, and goal setting and planning, as subscales of self-regulated learning, significantly improved and were strongly predicted by teachers’ growth mindset. these findings have implications for educational research, policies, and teaching practice.

Teachers’ Empowerment with a Growth Mindset and Learners’ Self-Regulated Learning

Recently, the concept of mindsets, as a significant motivational belief, has gained paramount importance as it makes a notable difference in teachers’ practices and students’ learning. The present study thus sought to promote teachers’ growth mindset and to examine the role of teachers’ growth mindset in learners’ self-regulated learning (SLR). To this end, 10 Iranian teacher participants took part in six online professional development sessions. Initially, they were asked to read some chapters of Dweck’s (2006) book Mindset: The New Psychology of Success. In these training sessions, teachers’ awareness of fixed and growth mindsets was raised through discussion and reflective practices. Then, being provided with concrete examples of growth mindset feedback, they practiced how to use them in the real classroom. To assess the change in their mindset, the Theories of Intelligence Scale for Adults was given to them before and after the training sessions. After that, they started their online teaching practices. Before the online class started, their learners (n=110) filled the monitoring scale, effort regulation scale, and goal setting and planning scale as measures of self-regulated learning. After three months, teachers and learners filled the Theories of Intelligence Scale for Adults and the measures of self-regulated learning, respectively. The results indicated that the teachers experienced a growth mindset developmental progression, even after three months, which confirms the long-lasting effect of such training on their mindsets. In addition, monitoring, effort regulation, and goal setting and planning, as subscales of self-regulated learning, significantly improved and were strongly predicted by teachers’ growth mindset. These findings have implications for educational research, policies, and teaching practice.