Linking Growth Mind-Set to Social-Emotional Skills Among Chinese Students: A Structural Equation Model Examination

• In Event: Social and Emotional Learning of Diverse Youth

Abstract

This study investigated the structural associations between growth mind-set, school belonging, academic anxiety, and social-emotional skills in China in SSES 2023 with an SEM method. The results revealed that growth mind-set is positively associates with school belonging, task performance, emotional regulation, collaboration, open-mindedness, and engaging with others, but negatively relates to academic anxiety. School belonging positively mediated the links between growth mind-set and task performance, between growth mind-set and emotional regulation, between growth mind-set and collaboration, between growth mind-set and open-mindedness, and between growth mind-set and engaging with others. Academic anxiety positively mediated the associations between growth mind-set and emotional regulation and between growth mind-set and engaging with others, but negatively mediated the relationship between growth mind-set and collaboration.

Author

• Jinpeng Niu, Southwest University