The Factors and the Indicators of Growth Mindset for Undergraduate Teacher Professional Students

Abstract

This research aimed to study and examine indicators components of growth mindset for undergraduate teacher professional students and assessed their construct validity. The samples were 11 experts, 700 students from faculty of education for the exploratory factor analysis (EFA) and 1,017 students from faculty of education for the confirmation factor analysis (CFA). All samples were obtained by multi-stage random sampling technique. Research instruments were the growth mindset measurement form for student with rating scale 6 levels 92 questions. Data was analyzed by correlation coefficient with exploratory factor analysis and confirmatory factor analysis. The research findings were as follows: 1. There were 6 factors and 20 indicators of growth mindset including 1) the belief that intellectual ability can be improved had 3 indicators, 2) the welcoming of challenges had 4 indicators, 3) the insistent when failure had 3 indicators, 4) the belief that effort makes learning had 3 indicators, 5) the learning from criticism had 3 indicators and, 6) the seeking of lessons and inspirations from successors had 4 indicators. 2. The structure equation model of component and indicator of growth mindset for undergraduate teacher professional students was correlated with empirical data. The statistics showed that goodness-of-fit between model and empirical data had Chi-square equal to 170.42 (P = 0.07324) at the degree of freedom 145, goodness-of-fit index (GFI) equal 0.99, adjusted goodness-of-fit index (AGFI) equal to 0.98, root mean square residual (RMR) equal to 0.02 and root mean square error of approximation (RMSEA) equal to 0.01. The result shown that the model had the construct validity with could be descending ordered by weighted as follows; the belief that effort makes learning, the learning from criticism, the insistent when failure, the seeking of lessons and inspirations from successors, the welcoming of challenges and the belief that intellectual ability can be improved. The weighted score of each component was 0.93, 0.84, 0.86, 0.85, 0.77 and 0.76 respectively.