Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11861/10303
Title: Teachers who believe that emotions are changeable are more positive and engaged: The role of emotion mindset among in- and preservice teachers
Authors: Dr. NALIPAY Ma. Jenina N. 
King, Ronnel B. 
Haw, Joseph Y. 
Mordeno, Imelu G. 
Rosa, Elmer D. Dela 
Issue Date: 2021
Source: Learning and Individual Differences, 2021, vol. 92, article no. 102050.
Journal: Learning and Individual Differences 
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.
Type: Peer Reviewed Journal Article
URI: http://hdl.handle.net/20.500.11861/10303
ISSN: 1041-6080
1873-3425
DOI: https://doi.org/10.1016/j.lindif.2021.102050
Appears in Collections:Counselling and Psychology - Publication

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