The Relationship among Mindset, Social Support, and Grit Perceived by Pre-Service Kindergarten Teachers
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This study aims to examine which variables influence pre-service kindergarten teachers’ grit by confirming the relationships among mindset, social support, and grit. The participants were 290 pre-service kindergarten teachers attending four-year universities in Seoul and Gyeonggi-do. This study asked pre-service kindergarten teachers to fill out questionnaires related to mindset, social support, and grit. The collected data were statistically analyzed using correlation analysis, Structural Equation Modeling (SEM) analysis, and the bootstrapping test to verify the mediating effect of measurement variables with SPSS 20.0 and AMOS 20.0. As a result, mindset and social support each had a direct effect on grit perceived by pre-service kindergarten teachers. Moreover, mindset perceived by pre-service kindergarten teachers had an indirect effect on their grit, partly mediated by social support. This study implies that grit has changeable characteristics, based on mindset and social support and can develop to a higher level depending on close and supportive relationships with colleagues, professors, and so on. Moreover, the study provides empirical data for the development of relevant programs and operational methods for university education courses.
Abstract
This study aims to examine which variables influence pre-service kindergarten teachers’ grit by confirming the relationships among mindset, social support, and grit. The participants were 290 pre-service kindergarten teachers attending four-year universities in Seoul and Gyeonggi-do. This study asked pre-service kindergarten teachers to fill out questionnaires related to mindset, social support, and grit. The collected data were statistically analyzed using correlation analysis, Structural Equation Modeling (SEM) analysis, and the bootstrapping test to verify the mediating effect of measurement variables with SPSS 20.0 and AMOS 20.0. As a result, mindset and social support each had a direct effect on grit perceived by pre-service kindergarten teachers. Moreover, mindset perceived by pre-service kindergarten teachers had an indirect effect on their grit, partly mediated by social support. This study implies that grit has changeable characteristics, based on mindset and social support and can develop to a higher level depending on close and supportive relationships with colleagues, professors, and so on. Moreover, the study provides empirical data for the development of relevant programs and operational methods for university education courses.
참고문헌 (45)
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