Perception and Practice: A Multiple Case Study Exploration of Teacher Beliefs of Intelligence and Praise Practice Implementation in the Primary School Classroom
Year: 2026
Type: article
Abstract: Possession of a fixed or growth mindset of intelligence has been shown to substantially influence student academic behaviors and achievement. Students who view intelligence as fixed are more likely to avoid academic challenges and learning opportunities, whereas students who view their intelligence as malleable are more likely to embrace challenges and persist through difficulty. Given the importance of fostering a growth mindset of intelligence in students, this study examines how primary school teachers’ beliefs about the malleability of intelligence influence the type of praise they use in the classroom. Specifically, this study explores how teachers’ internal and underlying beliefs shape their use of growth mindset supporting and fixed mindset supporting praise and how these beliefs do not always align in practice. Using a qualitative multiple case study design, data were collected through the Implicit Theories of Intelligence Scale, semi-structured one-on-one interviews, and multiple classroom observations. Data were transcribed and analyzed using deductive and inductive coding, followed by within and cross-case analysis. Findings highlight how both internal beliefs and external constraints influence the implementation of growth mindset supporting praise.
Author: Hall, Johanna Rose
Institution: University of San Francisco
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7164621236