Exploring teacher growth mindset measurement: an analytical synthesis

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dc.catalogadoraba
dc.contributor.authorTaverasa, Carmen Maura
dc.contributor.authorClaro, Susana
dc.contributor.authorSantelices Etchegaray, María Verónica
dc.contributor.authorTrzesniewsk, Kali
dc.date.accessioned2025-11-10T14:20:15Z
dc.date.available2025-11-10T14:20:15Z
dc.date.issued2025
dc.description.abstractThe interest in fostering growth mindset among teachers has led to a surge in research; however, no consensus exists on how to best measure this construct. Concerns regarding variability in instruments, limited validity evidence, and inconsistent classification practices underscore the need for a systematic synthesis. We reviewed 42 peer-reviewed studies published between 2000 and 2024 that measured teacher growth mindset. We analyzed the instruments employed, response formats, growth mindset score distributions, standard-setting procedures, and reported psychometric evidence. Most studies relied on self-report instruments derived from Dweck’s original scale, with a 4-item, 6-point Likert format. Nonetheless, instruments varied in length, domain specificity, and item wording. Standardized growth mindset scores were positively skewed across studies, independent of instrument length or teacher type. Classification practices were heterogeneous as studies applied either absolute or relative cut-off scores, with limited theoretical or empirical justification. Reliability evidence was abundant, with most studies reporting high internal consistency using Cronbach’s alpha. Validity evidence, though more prevalent in recent publications, was restricted to convergent validity, with minimal evidence based on response processes, and test content. We recommend refining item design, adopting criterion-referenced standard setting grounded in construct maps, and incorporating behavioral or scenario-based methods.
dc.fechaingreso.objetodigital2025-11-10
dc.format.extent18 páginas
dc.fuente.origenSRIA
dc.identifier.doi10.1080/2331186X.2025.2536360
dc.identifier.eissn2331-186X
dc.identifier.issn2331-186X
dc.identifier.scopusid105015693869
dc.identifier.urihttps://doi.org/10.1080/2331186X.2025.2536360
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/106708
dc.identifier.wosidWOS:001571625400001
dc.information.autorucEscuela de Gobierno; Claro, Susana; 0000-0001-5168-4164; 11745
dc.information.autorucFacultad de Educación; Santelices Etchegaray, María Verónica; 0000-0002-9659-8670; 83849
dc.issue.numero1
dc.language.isoen
dc.nota.accesocontenido completo
dc.revistaCogent Education
dc.rightsacceso abierto
dc.rights.licenseAttribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectSystematic review
dc.subjectMeasurement
dc.subjectImplicitbeliefs
dc.subjectTeachers
dc.subjectGrowthmindse
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleExploring teacher growth mindset measurement: an analytical synthesis
dc.typeartículo
dc.volumen12
sipa.codpersvinculados11745
sipa.codpersvinculados83849
sipa.indexSCOPUS
sipa.indexWOS
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