| Secondary vocational students with left-behind experience are special groups of secondary vocational students,and their socioeconomic status is low,which may have a significant negative impact on the development of cognitive ability such as reasoning and attention,but also research indicates they has not been affected by the low socioeconomic status,and even promoted the development of reasoning and attention.This shows that the relationship between socioeconomic status and reasoning and attention may also be affected by other psychological variables.The growth mindset(an attitude and belief that intelligence can be promoted through hard work)may affect the relationship between socioeconomic status and reasoning and attention.This study examines the role of growth mindset in the relationship between socioeconomic status and reasoning and attention through survey data,and further validates its role through intervention studies of growth mindset.The sample data of this study comes from the database of the “Development and Evaluation of Psychological Development Characteristics of Secondary Vocational School Students” commissioned by the China Development Research Foundation.The database contains more than 60,000 students from 45 vocational schools in five cities in Guangzhou,Chengdu,Meishan,Guiyang,and Bijie.The growth mindset scale,reasoning and attention test,and socioeconomic status the data of the questionnaire.According to whether the participant has left-behind experience(when he or she worked outside the home for half a year or more during his or her childhood,he and his or her parents or other relatives stayed in the place where the household registration resided for half a year or more,and the household registration is agricultural hukou and the place of residence is rural)The data of the study subjects(T1: N=16648 people,age 17.14±1.26,males 56.21%;follow-up test 1 year later T2:N=14722,age 17.13±1.26,males 54.68%),statistics Analysis shows:(1)Difference analysis showed that the scores of T1 and T2 growth mindset of male students were significantly higher than that of female students,and the T1 reasoning score of male students was significantly higher than that of female students,girls' T2 attention scores were significantly higher than boys;in the age group,the low age group(17 years old and below)T1,T2 reasoning and T1 attention scores were significantly higher than high Age group(18 years and older);in the type difference of left-behind experience,the T1,T2 growth mindset,reasoning and attention scores with the father or mother staying at home were significant Higher than staying at home with other relatives.(2)Relevant analysis shows that there is a significant positive correlation between the socioeconomic status of T1 family with secondary vocational students and T1 reasoning and T1 attention,and T2 reasoning,T2 note still has a significant positive correlation;T1,T2 growth mindset and T1 or T2 reasoning,attention,there is a significant positive correlation.(3)Regression analysis shows that after controlling T1 reasoning and T1 attention,the socioeconomic status of T1 family with secondary vocational students has a significant positive predictive effect on T2 reasoning and T2 attention;T1growth mindset pair T2 reasoning and T2 attention have significant positive predictive effects;T2 growth mindset has a significant regulatory role in T1 socioeconomic status and T2 reasoning and T2 attentional relationship.(4)Randomized controlled intervention experiments showed that the intervention of growth mentality can significantly affect the reasoning scores of the secondary vocational students who have left behind,especially in the intervention group,the score of post-test reasoning is significantly higher than the pre-test score;in the control group,there is no significant difference between the scores of the reasoning scores and the scores of the pretests. |
PDF Full Text Request