With the same participants

‘Mindset’ among student teachers at the University of York: A cross-cultural intervention study

Project: Other projectOther internal award

Project participant(s)

Department / unit(s)


Department priming grant for £1,550 to study mindset in eastern and western students who plan to be teachers.

Key findings

A ‘growth’ mindset has been found beneficial to students, particularly when they encounter academic setbacks (Dweck, 2000). Evidence suggests that teachers’ own mindsets can impact their students. In Study 1 we assessed mindset among postgraduate education students from eastern and western backgrounds in a UK university (N = 263). Although both groups were relatively growth minded, those brought up in the West were significantly more so than those brought up in the East, t(236) = 6.10, p < 0.01, d = .79 for academic potential; t(236) = 10.39, p < 0.01, d = 1.35 for behaviour. Both groups were more growth-minded about behaviour than academic potential. In Study 2 we measured mindset among experienced Canadian teachers (N = 276) and found length of teaching experience to be significantly but modestly correlated with mindset, r = 0.14, p < .05 for academic potential; r = 0.17, p < .01 for behaviour.
Effective start/end date18/12/1231/07/13

Research outputs

Discover related content

Find related publications, people, projects, datasets and more using interactive charts.

View graph of relations