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首页> 外文期刊>Frontiers in Psychology >Growth Mindset as a Personal Preference Predicts Teachers’ Favorable Evaluation of Positive Education as an Imported Practice When Institutional and Normative Support for It Are Both Strong or Both Weak
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Growth Mindset as a Personal Preference Predicts Teachers’ Favorable Evaluation of Positive Education as an Imported Practice When Institutional and Normative Support for It Are Both Strong or Both Weak

机译：由于个人偏好，增长心态预测了教师对积极教育的有利评估作为进口实践，因为机构和规范性支持都很强大或两者都很弱

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摘要

Past research on pathways to cultural influence on judgment has compared the explanatory power of personal preferences, perceived descriptive norms and institutionalization. Positive education is an education movement inspired by Western positive psychology. The present study examined how these factors jointly predict Hong Kong teachers’ evaluation of imported positive education programs in their schools. In a field study, we measured teachers’ personal endorsement of growth mindset (a positive psychology construct developed in the US) and their evaluation of adopting positive education programs in their schools. We also measured teachers’ perception of the extent of institutional and normative support for positive education in their schools. The results show that teachers’ personal preferences for growth mindset predict more favorable evaluation of positive education programs when institutional and normative support for positive education programs are both weak, or when they are both strong. We interpret these effects from the perspectives of the strong situation hypothesis and the intersubjective theory of culture.
机译：过去对文化影响对判断影响的途径研究比较了个人偏好的解释力，感知描述性规范和制度化。积极的教育是受西方积极心理学启发的教育运动。本研究审查了这些因素如何共同预测香港教师对学校进口积极教育方案的评价。在一个田间研究中，我们衡量了教师的个人认可，增长心态（美国发育了积极的心理学构建体），并评估了他们在学校采用积极教育方案的评价。我们还衡量了教师对学校积极教育的体制和规范支持程度的看法。结果表明，当对积极教育方案的机构和规范性支持都弱，或者它们都强大时，教师对增长思维的个人偏好预测对积极教育计划的更有利评估。我们从强大的情况假设和文化的主题理论的角度来解释这些影响。

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