The Impact of Different Types of Teacher Self-Disclosure on Students' Growth Mindsets and Mathematical Self-Efficacy (Poster 11)

• In Event: AERA Poster Session Thursday 5:25 p.m.
  In Poster Session: Research in Mathematics Education

Abstract

Purpose: This study investigates how teachers, as role models, influence students' growth/fixed mindsets and mathematical self-efficacy through the self-disclosure of their struggles and achievements.
Design/Methodology/Approach: Conducted in a private secondary school with 86 first-year junior high students, participants were randomly assigned to experimental or control groups. A quasi-experimental design was used to test the hypotheses.
Findings: Teacher self-disclosure significantly impacts students' growth/fixed mindsets but has a less pronounced effect on mathematical self-efficacy. The development of mathematical self-efficacy requires prolonged cultivation, making it less responsive to short-term interventions.
Originality: This study highlights the crucial role of teachers as role models in shaping students' mindsets and emphasizes the need for long-term efforts to enhance mathematical self-efficacy.

Authors

• Hua Chung, National Sun Yat-sen University

• Shu Ching Yang, National Sun Yat-sen University

• Chih Ting Chang, National Sun Yat-sen University

• Ping-yun Cheng, National Sun Yat-sen University

• Yen-Jung Chen, Northern Illinois University