The Effects of Teacher Characteristics on Achievement Goal Orientation in the Elementary to Middle School Transition : Longitudinal Mediating Effects of Mindset

This study aimed to investigate the longitudinal effects of teacher characteristics on students’ achievement goals through the mindset of students in the transition period from elementary to middle school. Data from 6414 students from KELS 2013 years 1-3 were used. Preliminary analysis and structural equation modelings were conducted to test the hypothesized model. The results showed that, first, teacher support and teacher enthusiasm perceived by 5th grade had a positive effect on growth mindset and a negative effect on fixed mindset in 6th grade. Second, teacher support perceived by 5th grade directly affected the mastery and performance approach goals of 1st grade of middle school, and teacher enthusiasm directly affected only the mastery approach goal. Third, growth mindset in 6th grade had a positive effect on mastery and performance approach goals of 1st grade of middle school, and fixed mindset had a negative effect on mastery approach goal and a positive effect on performance approach goal. Fourth, the mindset partially mediated the effect of teacher support and teacher enthusiasm perceived by 5th grade on the achievement goals of 1st grade of middle school. This stud y identified the importance of positive teacher characteristics in the school setting and expanded the understanding about performance approach goal factor, which has been inconsistent views.