Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate

To effectively cultivate students' growth mindset, it is important to identify contextual factors that may communicate mindset messages students. The present study examined the association of with various dimensions teacher beliefs (mindset, self-efficacy), teaching practices (guided inquiry, group work, task differentiation, in-class ability grouping, mastery and normative evaluations), school climate (holistic development, in-school grouping). Participants were 2200 ten-year-old students, 358 teachers, 65 principals from Finnish elementary schools participated in OECD Survey on Social Emotional Skills. Multilevel analyses show students endorsed more a classrooms where teachers used guided inquiry emphasized social-emotional development. In contrast, fixed when assigned different tasks based ability. Implications for how combine support students’ are discussed.