Teacher,classroom, and student growth orientation in mathematics: A multilevel examination of growth goals,growth mindset,engagement, and achievement |
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| Affiliation: | 1. Research & Evaluation at Santa Ana Unified School District, USA;2. Population Research Center, The University of Texas at Austin, USA;3. Princeton School of Public and International Affairs, Princeton University, Robertson Hall, Princeton, NJ, USA;1. Department of Educational Psychology, The University of Texas at Austin, 1912 Speedway Stop D5000, Austin, TX 78712, United States of America;2. Department of Statistics and Data Sciences, The University of Texas at Austin, 2317 Speedway D9800, Austin, TX 78712, United States of America;3. University of California Merced, 5200 N. Lake Road, Merced, CA 95343, United States of America |
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| Abstract: | This study examined associations between student- (N = 1414), classroom-, and teacher (N = 91) growth orientation and mathematics engagement and achievement using a multilevel model. Results demonstrated positive associations between student growth orientation and mathematics outcomes and positive associations between classroom and teacher growth orientation and mathematics achievement. There was also a marginally significant interaction effect between classroom and teacher growth orientation on classroom engagement. Findings hold relevance for educational interventions surrounding growth constructs and teachers’ personal growth orientation. |
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| Keywords: | Growth orientation Mathematics outcomes Mathematics teachers Multilevel modelling |
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