Document Type

Conference Proceeding

Abstract

This paper examines the quantitative relationships between mindset and mindfulness in educators and considers how these data might inform strategies used in professional development. Until very recently, mindset and mindfulness were studied only independently of each other even though the theory authors, Dweck and Langer, inhabited similar geographic and temporal spaces. This study, based on 110 educator, self-reported, responses collected over six years, found a statistically significant relationship between a more incremental mindset and higher scores on the Five Factor Mindfulness Questionnaire. Mindfulness was found to predict mindset more strongly than mindset predicts mindfulness.

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