The Roles of Student- and School-Level Growth Mindsets on Well-Being

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Mindsets Unpacked: Considering Contexts, Correlates, and Conditions in Mindset Research (Table 3)

Abstract

The associations of students’ growth mindsets and their academic performance, and the role that context plays in these relationships have been well-established in the literature. The present study intended to find out whether the same applies to the relationships between students’ growth mindsets and various aspects of well-being. Using hierarchical linear modeling, we analyzed the data from a sample of Chinese students from PISA 2018 to find out whether student-level growth mindsets would be associated with their subjective, eudaimonic, and social well-being, and if these relationships would be moderated by school-level growth mindsets. Findings revealed that students’ growth mindsets are generally associated with their well-being. More importantly, these relationships are stronger in growth-oriented school contexts.

Authors

• Ma. Jenina N. Nalipay, The Education University of Hong Kong

• Jiajing LI, Beijing Normal University

• Ronnel B. King, Chinese University of Hong Kong

• Ching Sing Chai, Chinese University of Hong Kong

• Morris Siu-Yung Jong, Chinese University of Hong Kong