Teacher Mindsets and Student Sense of Classroom Belonging
Bibliographic Data
| ID | 11670898 |
|---|---|
| Authors | J Pyne (0000-0003-2570-5384, Stanford University, Stanford, CA, USA, corresponding author), E Grodsky (0000-0003-2178-0803, University of Wisconsin—Madison, Madison, WI, USA), Katie Eklund (0000-0001-7159-8343, University of Wisconsin—Madison, Madison, WI, USA), Patti Schaefer (Madison Metropolitan School District, Madison, WI, USA), Elizabeth Vaade (Madison Metropolitan School District, Madison, WI, USA) |
| Year | 2023 |
| Volume | 44 |
| Issue | 5 |
| Pages | 579-599 |
| Publication date | 2023-07-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Early Adolescence (JOURNAL) |
| Journal identifiers | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/02724316231188683 |
| OpenAlex | W4384029084 |
| Language | EN |
| References cited | 41 |
Teachers set the tone for their classrooms, but what teacher beliefs shape students’ sense of belonging? We investigate how teachers’ mindsets—or their beliefs about learning and school—relate to adolescents’ individual and collective reports of classroom belonging. Our pre-registered analyses include a multilevel design of how 1,200 US middle school students (ages 11–13; 50% female; 49% low income; 40% White, 30% Latinx, 13% Black, 9% Asian) and their teachers responded to surveys on educational mindsets. We find teachers’ growth mindset and confidence in teaching positively relate to students’ math class belonging—explaining between 30 and 40% of belonging among classes. Our data suggest a teacher’s own sense of school belonging is unrelated to the belonging students feel in class, suggesting teachers’ broad feelings of belonging may not influence students’ specific classroom feelings of belonging as anticipated. These findings reinforce the notion that what teachers think and believe influence how students feel when in class
Class (philosophy · Feeling · Mathematics education · Mindset · Pedagogy · Set (abstract data type · Tone (literature · White (mutation · Critical Race Theory in Education · Early Childhood Education and Development · Psychology · Social Psychology · Teacher Education and Leadership Studies
Unraveling the "model minority" stereotype
Wise interventions
Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents
A Vicious Cycle
What Schools Need to Know About Fostering School Belonging
The psychological sense of school membership among adolescents
Teachers’ self-efficacy beliefs for teaching math
A national experiment reveals where a growth mindset improves achievement
Seed and Soil
Promoting School Readiness in Oklahoma
Stereotype Threat
The Explanatory and Predictive Scope of Self-Efficacy Theory
Race and Belonging in School
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being
Teacher Efficacy
Teacher Peer Observation and Student Test Scores
Teacher job satisfaction and motivation to leave the teaching profession
Teacher, classroom, and student growth orientation in mathematics
Measure for Measure
Toward a More Appropriate Conceptualization of Research on School Effects
Coping with Discrimination from Peers and Adults
Pygmalion in the classroom
Collective Efficacy Beliefs
It's ok — Not everyone can be good at math”
Teacher Collaboration in Instructional Teams and Student Achievement
Stability and level of self-esteem as predictors of anger arousal and hostility
Meta-lay theories of scientific potential drive underrepresented students’ sense of belonging to science, technology, engineering, and mathematics (STEM)
Stereotype Threat and Women's Math Performance
Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition
Social-Psychological Interventions in Education
A threat in the air
The need to belong
Trust in Schools
Classroom Composition and the Design of Instruction
| Citation velocity | historical |
|---|---|
| Highly cited | No |