Growth Mindset Predicts Future Mathematics Teachers' Well-Being During Teacher Education

• In Event: Exploring Well-Being in Teachers From an International Perspective: How Does Context Come Into Play?

Abstract

Theoretical framework
Teachers' growth mindset is positively related to other teacher variables that are important for learning success, such as self-efficacy (Yu et al., 2022). An important factor influencing the quality of teaching is well-being (Klusmann et al., 2008a). Previous research has shown a link between student growth mindset and student wellbeing (Alvaro et al., 2019; Chan et al., 2022; Mouratidis et al., 2017; Zeng et al., 2016). Furthermore, there is reason to believe that growth mindset could also promote well-being in the teacher themselves: According to Control-Value Theory, the belief that skill change is within our own control (which at its core describes growth mindset) can result in positive emotions, which may include teacher well-being (Pekrun et al., 2007). Since well-being plays a central role as part of professional competence, this study aims to shed more light on the relationship between growth mindset and well-being. Since growth mindsets of teachers have proven to be particularly beneficial for the learning success of students in the challenging STEM subjects (mathematics, computer science, natural sciences and technology) (Canning et al., 2019), a special focus is also placed on this subject group. Previous research has shown, that especially teacher education is streniuos for prospective teachers, and believing, that their abilities can grow with effort might buffer these strenuous experiences. The question of this study is therefore: Does growth mindset in STEM subjects have a predictive effect on the well-being of prospective teachers?
Method and Data
A total of 422 STEM teacher trainees took part in the study, whereby they were counted as STEM students if they were studying at least one STEM subject (mathematics, physics, chemistry, biology or computer science). Due to the nesting of the data (subjects in students), the multiple data structure was taken into account in the analyses. Regression analyses were then used to investigate whether growth mindset in the respective STEM subjects was predictive of the students' well-being.
Results
Descriptive values initially showed that the subject mean for growth mindset on the six-point scale was relatively high across all STEM subjects (M = 4.22, SD = 0.97), with the highest growth mindset in mathematics (M = 4.31, SD = .88) and the lowest in computer science (M = 3.88, SD = 1.22). Regression analyses controlling for age and gender as well as the multilevel data structure showed that in mathematics, growth mindset significantly predicted students' well-being (β = 0.32, p < .001), while for the other STEM subjects the relationship was not statistically significantly different from zero. The results are discussed with regard to the sample used and its limitations.
Scientific Significance
This study reveals that growth mindset significantly predicts well-being in prospective mathematics teachers, emphasizing its importance in fostering resilience and positive emotions in STEM education. Further, the study consolidates the potential of the contextual factor “growth mindset” for well-being in the sensitive stage of teacher education. The findings could inform teacher education and professional development programs to enhance teacher well-being.

Authors

• Katharina Asbury, Leibniz Institute for Science and Mathematics Education

• Uta Klusmann, IPN · Leibniz Institute for Science and Mathematics Education