THE OPINIONS OF THE TEACHERS TOWARD POSITIVE LEARNING BEHAVIOR AND GROWTH MINDSET AMONG HIGH SCORING STUDENTS

Authors

  • Sermsap Vorapanya Asst. Prof. Ph.D., Faculty of Education, Thepsatri Rajabhat University
  • Passanan Assavarak Asst. Prof. Ph.D., School of Liberal Arts, King Mongkut's University of Technology Thonburi

Keywords:

Growth Mindset, High Scoring Students, Positive Learning Behavior

Abstract

This research aims at obtaining the teachers’ opinions toward positive learning behavior and growth mindset among high scoring students throughout Thailand. The subjects were recruited by using purposive random sampling technique. There were 10 teachers who worked with the high scoring students and their peers in high schools from different provinces provided information through in-depth interviews. The research instrument was open-ended questions that were approved its content validity by 3 experts in related fields. Thirteen open-ended questions were tried out with 2 teachers who were not subjects. After data transcribing examination, the data classification was followed. Data analysis process was completed by data classification sorting for searching data relationships and theme emergences. The study found that 1) students’ poverty effected their educational opportunity and future goals, 2) learning management guidelines helped promoting students’ potential and positive attitude, 3) relationship between growth mindset and high scoring students’ qualifications, 4) teachers and schools for students’ growth mindset development, 5) Surrounded community toward students’ growth mindset promoting.

References

ยาใจ พงษ์บริบูรณ์. (2553). การศึกษาแบบกรณีศึกษา: Case Study. วารสารศึกษาศาสตร์, 33(4), 42-50.

ศากุล ช่างไม้. (2555). การวิเคราะห์ข้อมูลเชิงคุณภาพ. วารสารมหาวิทยาลัยคริสเตียน, 18(1), 42-53.

Claro, S., Paunesku, D., and Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664-8668.

Destin, M., Hanselman, P., Buontempo, J., Tipton, E., and Yeager, D. S. (2019). Do student mindsets differ by socioeconomic status and explain disparities in academic achievement in the United States? AERA open, 5(3),. DOI: 10.1177/2332858419857706

Duckworth, A. L., Peterson, C., Matthews, M. D., and Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087-1101.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Dweck, C. S. (2010). Mind-sets. Principal leadership, 10(5), 26-29.

Gunderson, E. A., Gripshover, S. J., Romero, C., Dweck, C. S., Goldin-Meadow, S., and Levine, S. C. (2013).

Parent praise to 1 to 3-year-olds predicts children's motivational frameworks 5 years later. Child development, 84(5), 1526-1541.

Haimovitz, K., and Dweck, C. S. (2017). The origins of children's growth and fixed mindsets: New research and a new proposal. Child development, 88(6), 1849-1859.

Hwang, N. Y., Reyes, M. and Eccles, J. S. (2019). Who holds a fixed mindset and whom does it harm in mathematics? Youth and Society, 51, 247-267.

Mueller, C. M and Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33-52.

Muenks, K., Canning, E. A., LaCosse, J., Green, D. J., Zirkel, S., Garcia, J. A., and Murphy, M. C. (2020). Does my professor think my ability can change? students’ perceptions of their STEM professors’ mindset beliefs predict their psychological vulnerability, engagement, and performance in class. Journal of Experimental Psychology: General, 149(11), 2119-2144. DOI:10.1037/xge0000763

Robinson, C. (2017). Growth Mindset in the classroom. Science scope, 41(2), 18-21.

The Organisation for Economic Co-operation and Development: OECD. (2021, September 20). Sky's the limit: Growth mindset, students, and schools in PISA.

Wang, M. T., Degol, J. L., and Henry, D. A. (2019). An integrative development-in-sociocultural-context model for children’s engagement in learning. American Psychologist, 74(9), 1086-1102.

Yeager, D.S., Carroll, J.M., Buontempo, J., Cimpian, A., Woody, S., Crosnoe, R., and Dweck, C.S.(2022). Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn’t Work. Psychological science, 33(1), 18-32.

Downloads

Published

2024-12-27

Issue

Section

บทความวิจัย