淡江大學機構典藏:Item 987654321/125109
English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 64191/96979 (66%)
造訪人次 : 8222239      線上人數 : 7284
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/125109


    題名: Detecting the relationships of teacher’s growth mindset, grit, and receptivity in curriculum reform responding to PISA key-competency assessment
    作者: Huang, Ju-chieh
    關鍵詞: Curriculum reform;Growth mindset;Grit;Teachers’ receptivity
    日期: 2023-06-16
    上傳時間: 2024-03-01 12:06:10 (UTC+8)
    摘要: To perform well in the Programme for International Student Assessment (PISA) and respond to rapid social changes, many countries have implemented curriculum reforms. The success of curriculum reform relies on teachers' rational, cognitive and emotional feelings for the challenge of implementation. Teachers' receptivity, growth mindset and grit has an important impact on how they implement new curriculum. In this study, the perspectives of incremental theories of intelligence and teachers’ receptivity theory were used to analyze the effects of teachers’ growth mindset and grit on their receptivity to key-competency-based curriculum reform. Data were collected from 560 teachers working in 112 elementary schools in Taiwan. A total of 402 valid responses were obtained, with the recovery rate being 71.8%. SEM and MANOVA methods were conducted to analyze the collected data. The results revealed the teachers’ growth mindset and grit exhibited strong effects on their receptivity to curriculum reform. Moreover, the existence of significant differences in growth mindset and grit among teachers working at different positions. The findings of this study highlight the importance of the teachers’ growth mindset and grit in promoting a curriculum reform. Therefore, schools’ leaders could create a growth-oriented teaching culture and encourage teachers to establish a professional community for curriculum reform.
    關聯: Social Psychology of Education 26(6),　p.1543-1563
    DOI: 10.1007/s11218-023-09803-0
    顯示於類別:[教育與未來設計學系] 期刊論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    index.html0KbHTML64檢視/開啟

    在機構典藏中所有的資料項目都受到原著作權保護.

    TAIR相關文章

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - 回饋