Katharina Asbury
Biographic Data
| ID | 5707065 |
|---|---|
| NAME | Katharina Asbury |
| GIVEN NAMES | Katharina |
| FAMILY NAME | Asbury |
| SIGNATURE | ASBURY K |
| AFFILIATIONS | Leibniz Institute for Science and Mathematics Education |
| ORCID | 0009-0006-3600-4240 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
A light-touch mindset intervention benefits the growth mindsets of pre-service teachers and their struggling students
Teacher and student mindsets in the classroom
BACKGROUND: Teachers' growth mindsets are increasingly studied as predictors of student learning. However, most research relies on teachers' self-reports, leaving unclear how students' perceptions of their teachers' mindsets relate to outcomes such as achievement and anxiety. AIMS: We aimed to clarify whether and how teachers' growth mindsets shape students' emotional and academic development in mathematics. We examined how teachers' self-reporte…
Changing perspectives
BACKGROUND: Field-specific ability beliefs (FABs) reflect the perception that success in academic fields depends on innate, unteachable abilities. These beliefs affect teaching practices and student motivation. However, little is known about their longitudinal development during teacher education. AIMS: This study examines how FABs evolve during university teacher education and whether longitudinal trajectories differ across academic disciplines,…
Investigating preservice teachers' field-specific ability beliefs
Recent research proposes that teachers' mindsets vary regarding the importance of students' innate ability for success. While growth and fixed mindsets capture beliefs about intelligence, field-specific ability beliefs focus on a specific domain. Higher FAB scores indicate greater emphasis on innate ability. The present study examines the factorial validity of both field-specific beliefs and general mindsets and their associations with teacher mo…
Investigating preservice teachers' field-specific ability beliefs
Recent research proposes that teachers' mindsets vary regarding the importance of students' innate ability for success. While growth and fixed mindsets capture beliefs about intelligence, field-specific ability beliefs focus on a specific domain. Higher FAB scores indicate greater emphasis on innate ability. The present study examines the factorial validity of both field-specific beliefs and general mindsets and their associations with teacher mo…
Investigating preservice teachers' field-specific ability beliefs
Recent research proposes that teachers' mindsets vary regarding the importance of students' innate ability for success. While growth and fixed mindsets capture beliefs about intelligence, field-specific ability beliefs focus on a specific domain. Higher FAB scores indicate greater emphasis on innate ability. The present study examines the factorial validity of both field-specific beliefs and general mindsets and their associations with teacher mo…
Changing perspectives
BACKGROUND: Field-specific ability beliefs (FABs) reflect the perception that success in academic fields depends on innate, unteachable abilities. These beliefs affect teaching practices and student motivation. However, little is known about their longitudinal development during teacher education. AIMS: This study examines how FABs evolve during university teacher education and whether longitudinal trajectories differ across academic disciplines,…
A light-touch mindset intervention benefits the growth mindsets of pre-service teachers and their struggling students
Teacher and student mindsets in the classroom
BACKGROUND: Teachers' growth mindsets are increasingly studied as predictors of student learning. However, most research relies on teachers' self-reports, leaving unclear how students' perceptions of their teachers' mindsets relate to outcomes such as achievement and anxiety. AIMS: We aimed to clarify whether and how teachers' growth mindsets shape students' emotional and academic development in mathematics. We examined how teachers' self-reporte…
Education, Achievement, and Giftedness (4 works) · Early Childhood Education and Development (3 works) · Mathematics education (2 works) · Mindset (2 works) · Psychology (2 works) · Academic achievement (1 works) · Anxiety (1 works) · Cognition (1 works) · Communication in Education and Healthcare (1 works) · Computer Science (1 works)