期刊論文
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
- Frontiers in Psychology, 11, 2020
- Frontiers Media
- 2020
-
- Hong Kong
-
- 1997.7 onwards
-
- 未指定或無法歸類
- 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.
-
- 英文
- 期刊論文
-
- 16641078
- https://bibliography.lib.eduhk.hk/tc/bibs/1317ee76
- 2022-06-07
最近的期刊論文
Use of digital tools by English language schoolteachers期刊論文
Understanding and planning for informal learning space development: A case study in Hong Kong期刊論文
Tian Shi (Timing) Di Li (Context) Ren He (Human capital): A new theoretical framework for analyzing the implementability of imported early childhood practices and making a case for a hybrid model期刊論文
The structure of interpersonal teacher behaviour in Hong Kong secondary schools期刊論文
The perspective of new managerialism on changes in Hong Kong's self-financing post-secondary education institutions: Progress, challenges and outlook期刊論文
The impact of e-learning technologies on entrepreneurial and sustainability performance期刊論文
The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19期刊論文
The complexities of mathematical knowledge and beliefs within initial teacher education: An analysis of three cases期刊論文