To better understand the cognitive antecedents of teachers’ stress in the school setting, the effects of teachers’ beliefs regarding intelligence and their causal attributions of students’ academic performance on teachers’ job stress were examined in the current study. We recruited 271 teachers who voluntarily filled out an anonymous questionnaire. Findings demonstrated that teachers who endorsed the entity theory of intelligence tended to attribute students’ poor performance to students’ inability but not lack of effort. Results showed a positive relationship between teachers’ fixed view of intelligence and job stress, and this relationship was mediated by teachers’ attributing students’ poor performance to students’ lack of ability, even after controlling for teacher efficacy. We suggest to promote the psychological health of teachers by incorporating intelligence mindset and attribution training programs in preservice teacher education, professional development, and cognitive behavioral stress intervention for in-service teachers.

中文翻译：

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从教师的内隐智力理论到工作压力：教师对学生学习成绩的因果归因的中介作用

为了更好地了解学校环境中教师压力的认知前因，本研究研究了教师关于智力的信念及其对学生学习成绩的因果归因对教师工作压力的影响。我们招募了271名自愿填写匿名问卷调查表的教师。研究结果表明，赞同智能实体理论的教师倾向于将学生表现不佳归因于学生的无能而不是缺乏努力。结果表明，教师对智力的固定看法与工作压力之间存在正相关关系，这种关系是由教师将学生的不良表现归因于学生的能力不足，即使在控制了教师的效能之后。