Distinct Roles of Growth and Fixed Mindset in Predicting High School Students’ Academic Motivation and Achievement (Poster 44)

• In Event: Thursday Poster Session 4:20 pm
  In Poster Session: Motivation, Social Identity, and Understudied Populations

Abstract

We examined whether growth mindset and fixed mindset could be empirically distinguished and had different predictive relationships with high school students’ academic motivation and achievement. Results based on a group of 878 Chinese students revealed that: (1) Growth mindset and fixed mindset are two independent dimensions; (2) They have different predictive patterns. Growth mindset positively predicted self-efficacy, interest value, and effort cost. In contrast, fixed mindset negatively predicted self-efficacy and interest value, while positively predicted effort cost; (3) Mindset indirectly influenced academic achievement through some motivational beliefs. Specifically, effort cost served as a negative mediator between growth mindset and achievement. Fixed mindset negatively influenced achievement by reducing self-efficacy and increasing effort cost.

Authors

• Yue Li, Shanghai Foreign Language School

• Linjia Zhang, East China Normal University

• Yi Jiang, East China Normal University