Teachers’ growth mindsets and their approaches to teaching: The mediating role of epistemological beliefs
TEACHING AND TEACHER EDUCATION, cilt.81, sa.1, ss.1-14, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 81 Sayı: 1
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.tate.2026.105750
- Dergi Adı: TEACHING AND TEACHER EDUCATION
- Derginin Tarandığı İndeksler: Scopus, Social Sciences Citation Index (SSCI), IBZ Online, Periodicals Index Online, Educational research abstracts (ERA), Psycinfo
- Sayfa Sayıları: ss.1-14
- Van Yüzüncü Yıl Üniversitesi Adresli: Evet
Özet
This study examines the mediating role of teachers' epistemological beliefs in the relationship between mindset orientations (growth vs. fixed) and teaching approaches. Drawing on personal epistemology theory, it explores how beliefs about knowledge are associated with pedagogical orientations. Data from 339 in-service teachers were analyzed using Hayes' PROCESS Macro (Model 4). Results indicate that a fixed mindset is directly associated with teaching approaches and shows no significant indirect association through epistemological beliefs. In contrast, a growth mindset is associated with teaching approaches through epistemological beliefs, which significantly mediate this relationship in some models. The findings highlight the importance of considering both mindset and epistemological beliefs when examining teaching approaches. Interpreted within an exploratory associational framework, the study contributes to understanding how teachers’ belief systems are linked to instructional orientations and offers implications for teacher education and professional development.