Implicit theories about teaching skills predict university faculty members' interest in professional learning

Innovativeness of Staff in Higher Education - Do Implicit Theories and Goal Orientations Matter?

“…While the implicit theory was initially developed in school, little has been done to investigate its impact in the higher educational context (Yorke & Knight, 2004). Among the limited number of studies on higher education, some target undergraduate students (Chen & Wong, 2015;Komarraju & Nadler, 2013;Robins & Pals, 2002), while others concentrate on the academic staff (Rissanen, Kuusisto, Hanhimä ki, & Tirri, 2016;Thadani et al, 2015). However, the research to date has tended to focus on academics' implicit beliefs about their students' learning (Yorke & Knight, 2004) or about their teaching capabilities (Thadani et al, 2010) rather than their own abilities and personalities.…”

Internet cognitive failure relevant to self-efficacy, learning interest, and satisfaction with social media learning

“…As a widelystudied self-belief variable, self-efficacy along with interest should be taken into account to design online learning (Thadani, Breland, & Dewar, 2015). Self-efficacious individuals are more willing to participate in tasks and have more interest to confront difficulties than individuals who have less self-efficacy (Bandura, 1997a,b;Pajares, 1996).…”

Leveraging Psychosocial Interventions to Motivate Instructor Participation in Teaching Professional Development

“…Similarly, some have posited that a fixed mindset about teaching ability is a barrier to engaging in TPD (Turner and Boice, 1986;McCrickerd, 2012;Thadani et al, 2015). A survey of 86 faculty from a variety of disciplines found that those who believed that their teaching skills were fixed were less interested in and less likely to pursue TPD, even when controlling for differences in teaching self-efficacy (Thadani et al, 2015). Thus, encouraging instructors to adopt a growth mindset about their teaching skills may increase their motivation to participate in TPD (Table 1, row 1).…”