A Study On The Impact Of Growth Mindset On Academic Performance And Intervention

Growth mindset is defined as is a mindset in which individuals believe that effort can enhance intelligence and ability,which is a fundamental belief about the plasticity of intelligence and ability.In recent years,foreign studies have begun to explore the relationship between growth mindset and academic achievement,but the underlying mechanisms between this relation still unclear.In addition,previous studies have found that growth mindset affects academic self-efficacy and achievement goal orientation,which are two proximal motivational factors that influence learning performance.However,it is unclear whether academic self-efficacy and achievement goal orientation mediates the relation between growth mindset and learning performance.Moreover,few studies explored the relation between growth mindset and learning performance in the context of domestic elementary school students.Thus,the current research constructs a mediation model to explore the relation between localized growth mindset and learning performance and the mediating roles of academic self-efficacy and achievement goal orientation.Study 1 used questionnaires to examine the relation among the four variables.These scales were administered to students in grades 3-5 in an elementary school,and588 valid data were obtained.The results found that growth mindset positively associated with Chinese,Math,and English performance,and academic self-efficacy and mastery goal orientation mediated the relation between growth mindset and Chinese,Math,and English grades;academic self-efficacy and performance goal orientation mediated the relation between growth mindset and Chinese grades.Study 2 was an intervention study.Based on Study 1,a growth mindset intervention program was designed to conduct a controlled experiment.The experimental group participated an 8-week growth-oriented thinking curriculum intervention,while the control group participated in an 8-week science curriculum.The results showed that the participants in the experimental group had higher growth-oriented mindset,mastery goal orientation,and learning performance in Chinese than participants in the control group.In summary,the conclusions were as follows:(1)Growth mindset was positively associated with Chinese,Math,and English performance.(2)Academic self-efficacy and mastery goal orientation mediated the relation between growth mindset and Chinese,Math,and English performance;academic self-efficacy and performance goal orientation mediated the relation between growth mindset and Chinese performance.(3)The growth mindset program intervention significantly improved students’ growth mindset,mastery goal orientation,and Chinese achievement.