Towards fostering growth mindset classrooms: identifying teaching behaviors that signal instructors’ fixed and growth mindsets beliefs to students

Students who perceive their instructors to endorse growth (vs. fixed) mindset beliefs report better classroom experiences (e.g., greater belonging, fewer evaluative concerns) and, in turn, engage more behaviors that promote academic success class attendance and engagement). Although many personally beliefs, students often quite differently. And, date, little is known about how come as growth-minded or fixed-minded. To address this, the present research employs a social cognitive classification paradigm identify teaching communicating instructors’ beliefs. College (NStudents = 186) categorized specific (NBehaviors 119) signaling either fixed Even after controlling for students’ personal warmth of behavior, we found when suggest everyone can learn, offer opportunities feedback, respond struggling with additional support attention, place value on learning it signals instructor endorses Conversely, some are incapable, fail provide struggle frustration and/or resignation, performance brilliance