Parents and Teachers as Competing Socializers of Growth Mindset

• In Event: Poster Session 06
  In Poster Session: PS 06 Topic - Education, Schooling

Abstract

Introduction.
Growth mindset is defined as viewing intelligence as malleable, whereas fixed mindset is defined as viewing intelligence as a fixed trait (Dweck, 2006). Previous research has identified a positive relationship between having a growth mindset and academic outcomes (Blackwell, Trzesniewski, & Dweck, 2007). Therefore, researchers have striven to understand how parents and teachers can foster a growth mindset in children. Unfortunately, there is little empirical evidence that socializers’ mindsets correspond to children’s mindsets (Gunderson et al., 2013). It may be that children form their mindsets based on their parents’ and teachers’ observable behavior, such as how socializers frame their praise to children. Research suggests that when children are praised for their natural ability, they become more likely to hold a fixed mindset about that ability (Pomerantz & Kempner, 2013). Despite the abundance of research that focused on how parent’s belief and praise can influence children’s mindset, the impact of teacher’s praise and belief has been largely overlooked. Additionally, to the authors’ knowledge, no extant study has investigated how teachers’ and parents’ praise and mindset differentially affect children’s mindset. Therefore, one primary goal of this current study is to examine the relation between the mindset and praise of early socializers and the mindset of children using a holistic approach.

Procedures.
Data derive from a sample of 102 elementary school children (49% female, mean age = 7.14, ~33% African American) attending a rural and urban school in the midwest. Using a 6-point Likert scale (strongly disagree to strongly agree), teachers and parents reported on their beliefs about growth mindset (Mindset, 2018). Teachers and parents also reported on the types of feedback they provide children (both growth and fixed mindset supportive) using items adapted from Dweck (2015). Finally, children’s growth and fixed mindsets were directly assessed. Children were asked whether each of 12 statements was true, sometimes true, or false.

Results.
Results suggest that for the full sample, parents’ and teachers’ growth mindset scores are not significantly correlated. Further, although teachers’ growth mindset was not significantly associated with students’ growth or fixed mindset scores, children whose parents report higher growth mindset reported a significantly lower fixed mindset (r = -.282, p <.01). Analyses by child sex revealed that among boys (n=52), parents’ growth mindset was negatively associated with children’s fixed mindset (r = -.439, p<.01); no other significant associations were identified. In contrast, among girls (n=50), parents’ growth mindset was positively and marginally associated with children’s growth mindset (r = .273, p = .07) and teachers’ growth mindset was marginally associated with children’s growth mindset (r = .251, p = .08). Interestingly, parents’ and teachers’ growth mindsets were positively associated (r = .287, p = .07). The relationship between early socializers’ praise and children’s mindset will be further investigated as part of the final presentation.

Discussion.
Unlike prior studies, the current investigation found evidence that parents may play a role in socializing mindsets in children. Teachers may play less of a role, but the findings also suggest that the role of parents and teachers may depend on the gender of the child.

Authors

• Yuchen Song, University of Georgia
  Presenting Author

• Michael Barger, University of Georgia
  Non-Presenting Author

• Kristen L Bub, University of Georgia
  Non-Presenting Author