Latent profile analysis of professional learning growth mindset among pre-service teachers
Article Sidebar
Main Article Content
Abstract
This research aimed to 1) examine the level of professional learning growth mindset among pre-service teachers, 2) analyze latent profiles of professional learning growth mindset among pre-service teachers, and 3) compare the levels of professional learning growth mindset across different latent profiles. The research sample consisted of 253 undergraduate students enrolled in Faculties of Education in public higher education institutions during the 2023-2024 academic year. The research instrument was a 30-item, 5-point rating scale questionnaire measuring professional learning growth mindset, comprising 5 dimensions. Content validity was verified with an S-CVI/Ave of .90 and S-CVI/UA of .67. Structural validity was assessed using Second-order CFA, showing good fit with empirical data and omega coefficients ranging from .87 to .95. The statistical analyses employed in this study included Latent Profile Analysis (LPA) and Multivariate Analysis of Variance (MANOVA). The findings revealed that the overall level of professional learning growth mindset among pre-service teachers was at the highest level. Latent profile analysis identified three groups of pre-service teachers: beginning group, progressive group, and strong group. Comparing the levels of professional learning growth mindset across latent profiles, at least one mean vector out of the five dimensions and at least one latent profile showed statistically significant differences at the .05 level.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
References
Altikulaç, S., Janssen, T. W., Yu, J., Nieuwenhuis, S., & Van Atteveldt, N. M. (2024). Mindset profiles of secondary school students: Associations with academic achievement, motivation and school burnout symptoms. British Journal of Educational Psychology, 94, 738–758.
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child development, 78(1), 246-263.
Bardach, L., Bostwick, K. C., Fütterer, T., Kopatz, M., Hobbi, D. M., Klassen, R. M., & Pietschnig, J. (2024). A Meta-Analysis on Teachers’ Growth Mindset. Educational Psychology Review, 36(3), 84.
Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of research on adolescence, 21(1), 225-241.
Hecht, C. A., Yeager, D. S., Dweck, C. S., & Murphy, M. C. (2021). Beliefs, affordances, and adolescent development: Lessons from a decade of growth mindset interventions. In Advances in child development and behavior, 61, 169-197.
Kaemkate, W. & Boonsorn, S. (2012). A Development of the Thai Reading Index. Journal of Research Methodology, 25(1), 89 – 115. [in Thai]
Keesey, S., Schaefer, A., Loy, M., & Allen, C. J. (2018). Developing growth mindset and grit in preservice teachers. Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children, 5(1), 3.
Kroeper, K. M., Fried, A. C., & Murphy, M. C. (2022). Towards fostering growth mindset classrooms: Identifying teaching behaviors that signal instructor’s fixed and growth mindsets beliefs to students. Social Psychology of Education, 25(1), 1-28.
Laine, S., & Tirri, K. (2023). Literature review on teachers’ mindsets, growth-oriented practices and why they matter. Frontiers in Education, 8, 1275126.
Mesler, R. M., Corbin, C. M., & Martin, B. H. (2021). Teacher mindset is associated with development of students' growth mindset. Journal of applied developmental psychology, 76, 101299.
Muthén, L. K., & Muthén, B. O. (2017). Mplus user’s guide (8th ed.). Los Angeles, CA: Authors.
Muthén, L. K., & Muthén, B. O. (2000). Integrating person-centered and variable-centered analyses: Growth mixture modeling with latent trajectory classes. Alcoholism: Clinical and Experimental Research, 24(6), 882-891.
Nuansri, M., & Pantuworakul, K. (2023). A study of student teacher’s growth mindset of Valaya Alongkorn Rajabhat University under the Royal Patronage. Valaya Alongkorn Review, 13(3), 15-26. [In Thai]
Ploysopon, A. (2021). Student teachers and development of a growth mindset. Journal of Humanities and Social Sciences, 3(2), 115-130. [in Thai]
Rattan, A., Good, C., & Dweck, C. S. (2012). “It's ok—Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of experimental social psychology, 48(3), 731-737.
Rissanen, I., Kuusisto, E., Tuominen, M., & Tirri, K. (2019). In search of a growth mindset pedagogy: A case study of one teacher's classroom practices in a Finnish elementary school. Teaching and teacher education, 77, 204-213.
Soleas, E. K., & Hong, J. (2020). The school of hard knocks: Pre-service teachers’ mindset and motivational changes during their practicum. Foro de educación, 18(2), 237-257.
Sookawong, C. (2023). Growth mindset: The growth mindset is the heart of the new generation of student teachers. Academic Journal of Mahamakut Buddhist University Roi Et Campus, 12(1), 571–583. [in Thai]
Soper, D. (2024). A-priori Sample Size Calculator for Structural Equation Models. Retrieved from https://www.danielsoper.com/statcalc/calculator.aspx?id=89
Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and teacher education, 17(2), 213-226.
Suriyachanhom, T & Piyakun, A. (2019). The factors and the indicators of growth mindset for undergraduate teacher professional students. Journal of Graduate School, Pitchayatat, Ubon Ratchathani Rajabhat University, 14(1), 81 – 90. [in Thai]
Tein, J. -Y., Coxe, S., & Cham, H. (2013). Statistical power to detect the correct number of classes in latent profile analysis. Structural Equation Modeling, 20(4), 640–657.
Thadani, V., Breland, W., & Dewar, J. (2015). Implicit theories about teaching skills predict university faculty members' interest in professional learning. Learning and Individual Differences, 40, 163-169. [in Thai]
Visessuvanapoom, P. & Tangpornpaiboon, P. (2023). Growth mindset: An essential skill of VUCA world. Journal of Education Studies, 51(1), 1-12. [in Thai]
Von Lorenz, A. C. (2024). Exploring Latent Class Profiles of Mathematics Performance among Filipino Students: Insights from PISA 2022 Using Growth Mindset Indicators and Group Comparison Analysis. Central Luzon: Tarlac Agricultural University.
Zhang, J., Kuusisto, E., & Tirri, K. (2020). Same mindset, different pedagogical strategies: A case study comparing Chinese and Finnish teachers. International Journal of Learning, Teaching and Educational Research, 19(2), 248-262.
