AbstractThe goal of this study was to test a model that predicted that instructor goal orientation would mediate the relationship between teaching mindset and seeking feedback about teaching in a higher education context. We also aimed to explore whether teaching mindset is associated with teaching adaptations in response to COVID-19. One hundred three full-time faculty members completed measures of general mindset, teaching mindset, teaching goal orientation, and feedback-seeking. Participants generally reported high levels of growth teaching mindset (M = 5.00, SD = .73), growth general mindset (M = 4.47, SD = 1.03) and Mastery goal orientation (M = 4.75, SD = .72). Teaching mindset and feedback-seeking were significantly correlated with goal orientation. Feedback seeking and teaching mindset were not significantly correlated, suggesting teaching mindset is not a good predictor of feedback-seeking, and the model was not supported. Faculty members did report relatively high levels of Mastery goal orientation, which is associated with more often seeking feedback about teaching. These results provide important information for professional development. Those who are Mastery goal-oriented aim to learn and master a skill and thus are more likely to seek feedback because it provides them with information on how to improve and be successful. It may be beneficial for professional development programs to focus on altering an individual’s goal orientation toward being Mastery oriented to improve instructor performance.
AffiliationDepartment of Psychological Sciences
DescriptionRecord is embargoed until 05/21/2023
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