Growth Mindset Of Social Class And Its Effectiveness Among University Students

Growth mindset of social class refers to the belief that one’s social standing is malleable or can be developed.Individuals with a high level of growth mindset of social class tend to endorse a positive cognition towards the social class mobility and believe that they can reach a higher status.In line with the implicit theory,the initiative embedded in growth mindset of social class has strong motivational functions,which may drive individuals to display more behaviors that would help them improve their current social class.Therefore,what kinds of motivations and behaviors that growth mindset of social class may cause and how does it help individuals achieve upward mobility,more importantly,whether there would be a difference between individuals with different social class.To address these questions,this research constructs the "belief→motivation→behavior" framework and uses university students as participants to investigate the growth mindset of social class and its influences on individuals’ motivations(achievement motivation,academic motivation,occupational motivation)and behaviors(academic performance,occupational performance)through four studies(nine substudies).Furthermore,according to the social cognitive theory of social class,this research combines the objective social class and subjective growth mindset of social class to reveal the influence of social class on the effects of growth mindset of social class.Study 1 identified the conception of growth mindset of social class and then tested its motivational function based on the characteristic of general growth mindset,which proved "growth mindset of social class(belief)→achievement motivation(motivation)"model.Pilot study discriminated growth mindset of social class with other related conceptions,including the desire for social rank,prestige and dominance motivation,and time horizon.The results of pilot study showed that growth mindset of social class and relevant conceptions were not only correlated but also markedly different,which demonstrated the conceptual independence of growth mindset of social class.Study 1 a explored the relationship between growth mindset of social class and achievement motivation after controlling the relevant variables,the results found that growth mindset of social class positively predicted the achievement motivation.Study lb used the scenario-based experiment to manipulate the degree of growth mindset of social class,the results confirmed the causality of growth mindset of social class and achievement motivation.Moreover,study 1 b also found that such positive effect showed no difference in individuals with different levels of social class.Study 2 further divided motivations into two specific types based on the characteristics of social class,which were academic motivation and occupational motivation,proving "growth mindset of social class(belief)→ academic and occupational motivation(motivation)" model.Study 2a used the scenario-based experiment and explored the effect of growth mindset of social class on academic motivation,the results showed that growth mindset of social class boosted academic motivation,but this positive effect was stronger for individuals with low social class;Study 2b used the scenario-based experiment to explore the effect of growth mindset of social class on occupational motivation and found that growth mindset of social class improved occupational motivation,however,this positive effect was stronger for individuals with high social class.Therefore,the specific motivational functions of growth mindset of social class varied across class groups.Study 3 explained this class difference from a social cognitive viewpoint,that was,social class directed the development of the time horizon,representing how far into the future an individual normally looks or is capable of looking when making decisions.Study 3a found that people have different time perceptions of academic and career development,displaying as academic development took precedence over career development.Study 3b adopted a 2-lagged questionnaire method and found that individuals with low social class hold a short-time horizon,which guided them to focus on more urgent tasks and make decisions only within a short time-span,thereby their growth mindset of the social class was more likely to enhance the academic motivation.Nevertheless,individuals with high social class preferred long-term planning,as a result,their growth mindset of social class has a larger effect on the occupational motivation.Study 4 investigated the behavioral consequences of the growth mindset of social class,which proved "growth mindset of social class(belief)→academic motivation(motivation)→ academic performance(behavior)" and "growth mindset of social class(belief)→occupational motivation(motivation)→occupational performance(behavior)"models.Study 4a used a 3-lagged questionnaire method and the results suggested that growth mindset of social class improved academic performance and encouraged individuals to engage in more occupational behaviors,meanwhile,academic motivation and occupational motivation mediated these relationships.In addition,social class moderated the indirect effects of academic motivation and occupational motivation.Accordingly,for individuals with low social class,growth mindset of the social class showed a stronger impact on academic performance via academic motivation,while for individuals with high social class,growth mindset of social class exerted a greater influence on occupational behavior through occupational motivation,demonstrating moderated mediation effects.Finally,Study 4b integrated the results of sub-studies and used a micro-meta-analysis to clarify the effectiveness of growth mindset of social class.In summary,this research indicated that growth mindset of social class as a positive belief about social class malleability has a unique value,it promotes individuals’motivation and performance,which is beneficial for their academic and career development,but such advantages are contingent on social class.Overall,this research validates and expands the implications of implicit theory and social cognitive theory of social class,making contributions to the practice of higher education.