Teachers who believe that emotions are changeable are more positive and engaged: The role of emotion mindset among in- and preservice teachers

Ma. Jenina N. NALIPAY, Ronnel B. KING, Joseph Yap HAW, Imelu G. MORDENO, Elmer D. DELA ROSA

Research output: Contribution to journalArticlespeer-review

Abstract

Emotions are fundamental to teachers' lives. However, until recently, there is relative lack of attention given to emotions in teacher education. Moreover, teacher emotions are often viewed as a function of external factors, neglecting the role of emotion mindset (i.e., beliefs regarding the malleability of emotions) in affecting teachers' emotions and subsequent outcomes. Hence, this research intends to provide a better understanding of how teachers' emotion mindset and emotions contribute to their engagement. We examined a model of growth emotion mindset predicting engagement via positive and negative emotions. We tested this model among in-service (Study 1) and preservice (Study 2) teachers using structural equation modeling (SEM). Results of the SEM showed that an implicit belief in the malleability of emotions (i.e., growth emotion mindset) predicted higher engagement through increased positive emotions and decreased negative emotions. This pattern held for both in-service and preservice teachers. The findings highlight the importance of emotion mindset and emotions for teachers in both work and learning contexts. Implications for teacher education for both practicing and prospective teachers are discussed. Copyright © 2021 Published by Elsevier Inc.
Original languageEnglish
Article number102050
JournalLearning and Individual Differences
Volume92
Early online date16 Sep 2021
DOIs
Publication statusE-pub ahead of print - 16 Sep 2021

Citation

Nalipay, M. J. N., King, R. B., Haw, J Y., Mordeno, I. G., & Rosa, E. D. D. (2021). Teachers who believe that emotions are changeable are more positive and engaged: The role of emotion mindset among in- and preservice teachers. Learning and Individual Differences, 92. Retrieved from https://doi.org/10.1016/j.lindif.2021.102050

Keywords

  • Emotion mindset
  • Growth mindset
  • Emotions
  • Engagement
  • Teacher education
  • PG student publication

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