Growth mindset as a personal preference predicts teachers’ favorable evaluation of positive education as an imported practice when institutional and normative support for it are both strong or both weak

Growth mindset as a personal preference predicts teachers’ favorable evaluation of positive education as an imported practice when institutional and normative support for it are both strong or both weak

• Chan, Vincci The Chinese University of Hong Kong
• Chiu, Chi Yue The Chinese University of Hong Kong
• Lee, Sau Lai The Chinese University of Hong Kong
• Leung, Tuen Yung Iris The Chinese University of Hong Kong
• Tong, Yuk Yue The Chinese University of Hong Kong

Frontiers in Psychology, 11, 2020

Frontiers Media

2020

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Growth Mindset Personal Preference Institution Perceived Descriptive Norm Cultural Influence Cultural Change

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

• View Full Text 全文連結

Past research on pathways to cultural influence on judgment has compared the explanatory power of personal preferences, perceived descriptive norms and institutionalization. Positive education is an education movement inspired by Western positive psychology. The present study examined how these factors jointly predict Hong Kong teachers’ evaluation of imported positive education programs in their schools. In a field study, we measured teachers’ personal endorsement of growth mindset (a positive psychology construct developed in the US) and their evaluation of adopting positive education programs in their schools. We also measured teachers’ perception of the extent of institutional and normative support for positive education in their schools. The results show that teachers’ personal preferences for growth mindset predict more favorable evaluation of positive education programs when institutional and normative support for positive education programs are both weak, or when they are both strong. We interpret these effects from the perspectives of the strong situation hypothesis and the intersubjective theory of culture. Copyright © 2020 Chan, Chiu, Lee, Leung and Tong.

• English

Journal Articles

• 16641078

• 10.3389/fpsyg.2020.00934

https://bibliography.lib.eduhk.hk/en/bibs/1317ee76

2022-06-07