Predictions of Teachers’ Incremental Mindsets on Their Classroom Goal Structure: The Mediating Role of Positive Psychological Capital and the Moderating Role of Emotion

doi:10.12139/j.1672-0628.2024.05.016

Abstract

Abstract: This questionnaire-based study was conducted on 13,530 teachers from 26 counties in a province to examine the relationship between teachers’ incremental mindsets and the classroom goal structure. Additionally, it aimed to examine the mediating role of positive psychological capital and the moderating role of emotions (pleasantness and anxiety). The results showed that: 1) incremental mindset significantly and positively predicted teachers’ establishment of classroom mastery goal structure; 2) positive psychological capital partially mediated between incremental mindset and classroom mastery goal structure; 3) pleasantness and anxiety moderated the first half pathway from incremental mindset to classroom mastery goal structure. Specifically, incremental mindset contributed more to positive psychological capital at high levels of pleasant mood, while incremental mindset contributed less to positive psychological capital at high levels of anxiety.

Key words: incremental mindset, classroom goal structure, positive psychological capital, emotions, teachers

摘要： 采用问卷法对某省26县的13 530名教师进行调查研究，考察教师能力增长观和课堂目标结构之间的关系，同时考察积极心理资本的中介作用以及教师愉悦情绪和教师焦虑情绪对该中介过程的调节作用。结果显示：(1)能力增长观对教师建立课堂掌握目标结构有显著正向预测作用；(2)积极心理资本在能力增长观和课堂掌握目标结构中起部分中介作用；(3)教师愉悦情绪和教师焦虑情绪分别调节了能力增长观和课堂掌握目标结构间中介作用的前半路径。具体来说，高愉悦情绪水平条件下，能力增长观对积极心理资本的促进作用更强；而高焦虑情绪水平条件下，能力增长观对积极心理资本的促进作用较弱。

关键词: 能力增长观, 课堂目标结构, 积极心理资本, 情绪, 教师

CLC Number:

B849

RUAN Lingling, SHI Yijing, MENG Wenchao, ZHANG Yifan, SHI Shaojia, YANG Qun. Predictions of Teachers’ Incremental Mindsets on Their Classroom Goal Structure: The Mediating Role of Positive Psychological Capital and the Moderating Role of Emotion[J]. Studies of Psychology and Behavior, 2024, 22(5): 697-703.

阮玲玲, 师艺菁, 孟雯超, 张一凡, 史少佳, 杨群. 教师能力增长观对其课堂目标结构的预测—积极心理资本的中介机制和情绪的调节效应[J]. 心理与行为研究, 2024, 22(5): 697-703.

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