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Manika Wisessathorn
Piyapong Saetang
Rapeekorn Paimpuech
Chuthamasth Sarobrass


The Ministry of Education have announced a national policy that embedded a new subject ‘Coding' in the core curriculum of basic education. The presence of new subject adds challenges to teachers. One of the key success factors when facing new challenges is the ‘Growth mindset’, but with an abstract nature, making it difficult to measure. Therefore, this study aimed to (1) develop items of the ‘Growth Mindset Test for Coding Teacher’ that is consistent with the context of teachers assigned to teach this new subject, then testing of its validity, (2) extract components of the test and (3) analyze the reliability of the test. Data were collected in two phases by combining qualitative and quantitative methods. The first phase was collecting qualitative data through in-depth interviews with 9 experts (7 educational experts and 2 psychological experts). Content analysis was employed to analyze expert’s interview information to develop the test's items along with the analysis of IOC to test content validity. In the second phase, quantitative data was collected with 324 teachers who assigned to teach Coding. Data was analyzed using descriptive statistics, component extraction with EFA, and internal consistency with Cronbach’s Alpha. Result of the EFA identified a three-component structure of the Growth Mindset Test for Teachers with 37 items, together explained 61.757% of the total variance. The components included (1) Positive attitude from inside consisted of 21 items, together explained 52.570 % of the total component variance, (2) Believe in one's growth consisted of 10 items, together explained 5.539 % of the total component variance, and (3) Appreciating the value of cognitive growth consisted of 6 items, together explained 3.647 % of the total component variance. Regarding the quality of the test, it was found that the content validity of all items was > .60 and the reliability was .973 (very good level). Thus, this Growth Mindset Test for Teachers appears to possess adequate properties, resulting in an alternative tool that can be used in practice. The test is able to reflect the level of growth mindset in terms of its component score and total score.

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How to Cite
Wisessathorn, M. ., Saetang, P. ., Paimpuech, R. ., & Sarobrass, C. . (2020). THE DEVELOPMENT OF GROWTH MINDSET TEST FOR CODING TEACHERS : การพัฒนาแบบวัด GROWTH MINDSET สำหรับครูผู้สอนวิทยาการคำนวณ. Journal of Education and Innovation, 24(2), 232–247. Retrieved from
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