The Relationship Between Growth Mindset And Subjective Well-being: A Moderated Mediation Model

Subjective well-being has been widely concerned by the field of positive psychology in recent years.Subjective well-being is measured by life satisfaction and positive or negative influence.Senior high school is an important transitional period in the process of individual growth.A high level of subjective well-being is conducive to the healthy development and growth of teenagers,and it is very important to improve the happiness level of senior high school students in an all-round way.In the past,the related research focused on the influence of individual’s internal personality factors and external environmental factors on subjective well-being,and paid less attention to the relationship between individual’s internal thinking mode and subjective well-being.This study will first examine the influence of growth thinking on senior high school students’ subjective well-being.In addition,some studies show that teenagers’ subjective well-being will be affected by life events and stress,among which academic stress will greatly affect senior high school students’ subjective well-being level.At the same time,psychological resilience,as a positive psychological resource,helps individuals to cope with all kinds of pressures in life,reduces the negative effects in stressful situations,and thus improves their subjective well-being.Therefore,we will further investigate whether the relationship between growth thinking and subjective well-being of senior one students is mediated by academic pressure,and introduce psychological resilience to explore whether psychological resilience can adjust the relationship between growth thinking and subjective well-being,further enrich and improve the internal influence mechanism of growth thinking on subjective well-being of senior one students,and then provide effective suggestions for improving subjective well-being of senior one students.In this study,775 senior one students were selected as the research objects,and the growth thinking scale,happiness index scale,middle school students’ learning pressure questionnaire and adolescent psychological resilience scale were used to carry out empirical research,trying to explore the relationship between growth thinking and senior one students’ subjective well-being,as well as the role of academic pressure and psychological resilience in it.The study found that:(1)There is a significant negative correlation between growth thinking and academic stress,and between academic stress and subjective well-being;(2)Growth thinking positively predicts subjective well-being;(3)Academic stress partially mediates growth thinking and subjective well-being;(4)psychological resilience has a moderating effect on growth thinking,academic stress and subjective well-being,while psychological resilience moderates the second half of the mediating effect.Based on the above research results,it is found that growth thinking is an important protective factor to relieve academic pressure and improve subjective well-being,and the interaction between psychological resilience and growth thinking affects subjective well-being.