Fairness, Trust, and School Climate as Foundational to Growth Mindset: A Study among Brazilian Children and Adolescents

Autor/inn/en	Thomas, Kendra J.; Moreira de Cunha, Josafá; Americo de Souza, Denise; Santo, Jonathan
Titel	Fairness, Trust, and School Climate as Foundational to Growth Mindset: A Study among Brazilian Children and Adolescents
Quelle	In: Educational Psychology, 39 (2019) 4, S.510-529 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Kendra J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2018.1549726
Schlagwörter	Ethics; Trust (Psychology); Educational Environment; Justice; Cognitive Processes; Outcomes of Education; Elementary School Students; Foreign Countries; Locus of Control; Public Schools; Grade 5; High School Students; Correlation; Socioeconomic Status; Brazil + Suchen Sie Ihr Suchwort? Ethik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gerechtigkeit; Cognitive process; Kognitiver Prozess; Lernleistung; Schulerfolg; Ausland; Public school; Öffentliche Schule; School year 05; 5. Schuljahr; Schuljahr 05; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation; Socio-economic status; Sozioökonomischer Status; Brasilien
Abstract	Recent research has established the importance of children and adolescents developing a growth mindset for future success and motivation. This research tests believes about fairness, adult trust, and school climate that are theoretically foundational for establishing a cognitive connection between effort and outcome. Regressions and MANOVAS were conducted to understand the direct and indirect relationships between perceptions of justice, adult trust, school climate and growth mindsets.The first study included 363 children from Brazilian public schools and the findings supported our hypothesis that adult trust partially mediates the relationship between justice perceptions and growth mindset. The second study included an adolescent sample (n = 497) from more diverse backgrounds and included a measure of institutional mindset. In this study, school fairness and solidarity mediated the relationship between perceptions of justice on institutional growth mindset. This research can help inform educators and researchers of other constructs necessary to foster a growth mindset. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01