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Article: Teachers who believe that emotions are changeable are more positive and engaged: The role of emotion mindset among in- and preservice teachers

TitleTeachers who believe that emotions are changeable are more positive and engaged: The role of emotion mindset among in- and preservice teachers
Authors
KeywordsEmotion mindset
Growth mindset
Emotions
Engagement
Teacher education
Issue Date2021
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif
Citation
Learning and Individual Differences, 2021, v. 92, p. article no. 102050 How to Cite?
AbstractEmotions are fundamental to teachers' lives. However, until recently, there is relative lack of attention given to emotions in teacher education. Moreover, teacher emotions are often viewed as a function of external factors, neglecting the role of emotion mindset (i.e., beliefs regarding the malleability of emotions) in affecting teachers' emotions and subsequent outcomes. Hence, this research intends to provide a better understanding of how teachers' emotion mindset and emotions contribute to their engagement. We examined a model of growth emotion mindset predicting engagement via positive and negative emotions. We tested this model among in-service (Study 1) and preservice (Study 2) teachers using structural equation modeling (SEM). Results of the SEM showed that an implicit belief in the malleability of emotions (i.e., growth emotion mindset) predicted higher engagement through increased positive emotions and decreased negative emotions. This pattern held for both in-service and preservice teachers. The findings highlight the importance of emotion mindset and emotions for teachers in both work and learning contexts. Implications for teacher education for both practicing and prospective teachers are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/308020
ISSN
2023 Impact Factor: 3.8
2023 SCImago Journal Rankings: 1.640
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorNalipay, J-
dc.contributor.authorKing, RB-
dc.contributor.authorHaw, JY-
dc.contributor.authorMordeno, IG-
dc.contributor.authorDela Rosa, ED-
dc.date.accessioned2021-11-12T13:41:16Z-
dc.date.available2021-11-12T13:41:16Z-
dc.date.issued2021-
dc.identifier.citationLearning and Individual Differences, 2021, v. 92, p. article no. 102050-
dc.identifier.issn1041-6080-
dc.identifier.urihttp://hdl.handle.net/10722/308020-
dc.description.abstractEmotions are fundamental to teachers' lives. However, until recently, there is relative lack of attention given to emotions in teacher education. Moreover, teacher emotions are often viewed as a function of external factors, neglecting the role of emotion mindset (i.e., beliefs regarding the malleability of emotions) in affecting teachers' emotions and subsequent outcomes. Hence, this research intends to provide a better understanding of how teachers' emotion mindset and emotions contribute to their engagement. We examined a model of growth emotion mindset predicting engagement via positive and negative emotions. We tested this model among in-service (Study 1) and preservice (Study 2) teachers using structural equation modeling (SEM). Results of the SEM showed that an implicit belief in the malleability of emotions (i.e., growth emotion mindset) predicted higher engagement through increased positive emotions and decreased negative emotions. This pattern held for both in-service and preservice teachers. The findings highlight the importance of emotion mindset and emotions for teachers in both work and learning contexts. Implications for teacher education for both practicing and prospective teachers are discussed.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif-
dc.relation.ispartofLearning and Individual Differences-
dc.subjectEmotion mindset-
dc.subjectGrowth mindset-
dc.subjectEmotions-
dc.subjectEngagement-
dc.subjectTeacher education-
dc.titleTeachers who believe that emotions are changeable are more positive and engaged: The role of emotion mindset among in- and preservice teachers-
dc.typeArticle-
dc.identifier.emailKing, RB: rking@hku.hk-
dc.identifier.authorityKing, RB=rp02826-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.lindif.2021.102050-
dc.identifier.scopuseid_2-s2.0-85114930120-
dc.identifier.hkuros329431-
dc.identifier.volume92-
dc.identifier.spagearticle no. 102050-
dc.identifier.epagearticle no. 102050-
dc.identifier.isiWOS:000701972800001-
dc.publisher.placeUnited Kingdom-

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