ArticleFrontiers in psychology2023
Exploring the relationship between teacher growth mindset, grit, mindfulness, and EFL teachers' well-being.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
What it found
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it, 20 citations in OpenAlex.
- The association between teachers' cognitive and psychological capacities, their well-being, and implications for professional effectiveness: a systematic review.BMC psychology · 2026Pooled it
- Modeling the Interplay Between Perceived Teacher Confirmation, L2 Grit and Well-Being Among Chinese EFL Students.Behavioral sciences (Basel, Switzerland) · 2026Article
- A pilot study on integrating mindfulness-informed professional development for EFL teachers.Frontiers in psychology · 2026Article
- From belief to identity: teacher resilience as a mediating mechanism between growth mindset and professional identity among EFL student teachers.Frontiers in psychology · 2026Article
- The interplay of self-efficacy, grit, and metacognition in shaping work engagement among EFL teachers: a comparative study of Mainland China and Hong Kong.BMC psychology · 2025Article
- Mechanisms from Growth Mindset to Psychological Well-Being of Chinese Primary School Students: The Serial Mediating Role of Grit and Academic Self-Efficacy.Behavioral sciences (Basel, Switzerland) · 2025Article
- Interconnected factors in EFL engagement: classroom climate, growth mindset, and achievement goals.Frontiers in psychology · 2024Article
Corrections and comments
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Authors and funding
4 authors at 3 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: This study examines the relationship between teacher growth mindset, mindfulness, grit, and teacher well-being, with a particular emphasis on the mediating role of grit. Methods: The study involved 547 Chinese EFL teachers as participants. Data collection utilized validated measures of growth mindset, mindfulness, grit, and occupational well-being. Structural equation modeling was employed to analyze the data and investigate the proposed relationships. Results: The findings reveal several important relationships. Firstly, both teacher growth mindset and teacher grit exhibit a direct positive influence on teacher well-being. Secondly, teacher grit acts as a mediator in the connection between teacher mindfulness and teacher occupational well-being. This suggests that the positive impact of mindfulness on well-being is, in part, explained by the presence of grit. Discussion: These findings significantly contribute to our comprehension of the factors influencing teacher well-being. They underscore the importance of cultivating growth mindset, mindfulness, and grit in educational contexts. Moreover, the implications of these findings for teacher training and support programs are discussed.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.