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Connection between Teacher Support and Student’s Achievement: Could Growth Mindset Be the Moderator?

Author

Listed:
  • Agne Brandisauskiene

    (Education Research Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, LT-44248 Kaunas, Lithuania)

  • Loreta Buksnyte-Marmiene

    (Department of Psychology, Faculty of Social Sciences, Vytautas Magnus University, Jonavos Str. 66, LT-44191 Kaunas, Lithuania)

  • Jurate Cesnaviciene

    (Teacher Training Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, LT-44248 Kaunas, Lithuania)

  • Ausra Daugirdiene

    (Education Research Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, LT-44248 Kaunas, Lithuania)

  • Egle Kemeryte-Ivanauskiene

    (Education Research Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, LT-44248 Kaunas, Lithuania)

  • Rasa Nedzinskaite-Maciuniene

    (Education Research Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, LT-44248 Kaunas, Lithuania)

Abstract

The COVID-19 pandemic had a profound effect on the system of education—gaps in students’ learning, their socioemotional and mental health problems and growing inequality have been recorded. These problems confront students from low socioeconomic status (SES) in particular, therefore supportive relationships with teachers are of great importance. The growth mindset, as a student’s belief that he or she can develop his or her capabilities, can help him or her cope with arising difficulties. Based on the first hypothesis, this study sought to establish whether teacher support is positively related to student’s achievement. Our second hypothesis is as follows: a student’s growth mindset moderates the positive effect of teacher support on students’ achievement; this relationship is stronger when the student’s growth mindset is higher. The research sample consisted of 163 students from municipalities of Lithuania that are regarded as socioeconomically disadvantaged. The research results show positive correlations between teacher’ support, student’s growth mindset and achievement. Additionally, the role of student’s growth mindset as a moderator between teacher support and the student’s achievement was established. Statistically significant differences between high-SES and low-SES students when comparing their growth mindsets and achievement prove that it is important to enhance confidence of low-SES students in their capabilities and the potential to develop them.

Suggested Citation

  • Agne Brandisauskiene & Loreta Buksnyte-Marmiene & Jurate Cesnaviciene & Ausra Daugirdiene & Egle Kemeryte-Ivanauskiene & Rasa Nedzinskaite-Maciuniene, 2021. "Connection between Teacher Support and Student’s Achievement: Could Growth Mindset Be the Moderator?," Sustainability, MDPI, vol. 13(24), pages 1-14, December.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:24:p:13632-:d:698971
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    References listed on IDEAS

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    1. Per Engzell & Arun Frey & Mark D. Verhagen, 2021. "Learning loss due to school closures during the COVID-19 pandemic," Proceedings of the National Academy of Sciences, Proceedings of the National Academy of Sciences, vol. 118(17), pages 2022376118-, April.
    2. Agne Brandisauskiene & Loreta Buksnyte-Marmiene & Jurate Cesnaviciene & Ausra Daugirdiene & Egle Kemeryte-Ivanauskiene & Rasa Nedzinskaite-Maciuniene, 2021. "Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning," Sustainability, MDPI, vol. 13(21), pages 1-17, October.
    3. Sachs,Jeffrey & Schmidt-Traub,Guido & Kroll,Christian & Lafortune,Guillaume & Fuller,Grayson & Woelm,Finn, 2021. "Sustainable Development Report 2020," Cambridge Books, Cambridge University Press, number 9781108994651, September.
    4. Blaskó, Zsuzsa & da Costa, Patricia & Schnepf, Sylke V., 2021. "Learning Loss and Educational Inequalities in Europe: Mapping the Potential Consequences of the COVID-19 Crisis," IZA Discussion Papers 14298, Institute of Labor Economics (IZA).
    5. Shiri Lavy & Shira Bocker, 2018. "A Path to Teacher Happiness? A Sense of Meaning Affects Teacher–Student Relationships, Which Affect Job Satisfaction," Journal of Happiness Studies, Springer, vol. 19(5), pages 1485-1503, June.
    6. Sachs,Jeffrey & Kroll,Christian & Lafortune,Guillame & Fuller,Grayson & Woelm,Finn, 2021. "Sustainable Development Report 2021," Cambridge Books, Cambridge University Press, number 9781009098915, September.
    7. Sachs,Jeffrey & Schmidt-Traub,Guido & Kroll,Christian & Lafortune,Guillaume & Fuller,Grayson & Woelm,Finn, 2021. "Sustainable Development Report 2020," Cambridge Books, Cambridge University Press, number 9781108834209, September.
    8. Sachs,Jeffrey & Kroll,Christian & Lafortune,Guillame & Fuller,Grayson & Woelm,Finn, 2021. "Sustainable Development Report 2021," Cambridge Books, Cambridge University Press, number 9781009102896, May.
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    Cited by:

    1. Agne Brandisauskiene & Loreta Buksnyte-Marmiene & Ausra Daugirdiene & Jurate Cesnaviciene & Gabija Jarasiunaite-Fedosejeva & Egle Kemeryte-Ivanauskiene & Rasa Nedzinskaite-Maciuniene, 2022. "Teachers’ Autonomy-Supportive Behaviour and Learning Strategies Applied by Students: The Role of Students’ Growth Mindset and Classroom Management in Low-SES-Context Schools," Sustainability, MDPI, vol. 14(13), pages 1-17, June.
    2. Agne Brandisauskiene & Loreta Buksnyte-Marmiene & Jurate Cesnaviciene & Gabija Jarasiunaite-Fedosejeva, 2023. "The Relationship Between Teacher’s Autonomy-Supportive Behavior and Learning Strategies Applied by Students: The Role of Teacher Support and Equity," SAGE Open, , vol. 13(2), pages 21582440231, June.

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