Nieuwenhuis Smiddy, van der Mee Denise J, Janssen Tieme W P, Verstraete Leonie L L, Meeter Martijn, van Atteveldt Nienke M
Section Clinical, Neuro and Developmental Psychology, Faculty of Behavioral and Movement Science, Vrije Universiteit Amsterdam, Amsterdam, Netherlands.
Institute for Brain and Behavior Amsterdam, Vrije Universiteit Amsterdam, Amsterdam, Netherlands.
Front Psychol. 2023 Jul 13;14:1176477. doi: 10.3389/fpsyg.2023.1176477. eCollection 2023.
Experiencing school burnout symptoms can have negative consequences for learning. A growth mindset, the belief that human qualities such as intelligence are malleable, has previously been correlated with fewer school burnout symptoms in late adolescents. This might be because adolescents with a stronger growth mindset show more adaptive self-regulation strategies and thereby increasing resilience against academic setbacks. Here we confirmed in a sample of 426 Dutch young adolescents (11-14 years old; 48% female) that this relationship between growth mindset and school burnout symptoms holds after controlling for other potential predictors of school burnout symptoms such as academic achievement, school track, gender, and socio-economic status. Our second aim was to increase our understanding of the mechanism underlying the relation between mindset and school burnout, by measuring physiological resilience (vagal activity, a measure of parasympathetic activity, also known as heart rate variability or HRV) in a subsample ( = 50). We did not find any relation between vagal activity and growth mindset or school burnout symptoms, nor could we establish a mediating effect of vagal activity in their relation. In conclusion, we found evidence for a potential protective effect of a growth mindset on school burnout symptoms in young adolescents, but not for physiological resilience (vagal activity) as an underlying mechanism. The protective effect of growth mindset as confirmed in our younger sample can be leveraged in interventions to prevent increasing school burnout symptoms.
经历学校倦怠症状会对学习产生负面影响。成长型思维模式，即认为诸如智力等人类特质是可塑造的这种信念，此前已被证明与青少年后期较少出现学校倦怠症状相关。这可能是因为具有更强成长型思维模式的青少年表现出更具适应性的自我调节策略，从而增强了对学业挫折的恢复力。在此，我们在426名荷兰青少年（11 - 14岁；48%为女性）样本中证实，在控制了学校倦怠症状的其他潜在预测因素，如学业成绩、学校课程、性别和社会经济地位之后，成长型思维模式与学校倦怠症状之间的这种关系依然成立。我们的第二个目标是，通过在一个子样本（n = 50）中测量生理恢复力（迷走神经活动，一种副交感神经活动的指标，也称为心率变异性或HRV），来加深我们对思维模式与学校倦怠之间关系背后机制的理解。我们没有发现迷走神经活动与成长型思维模式或学校倦怠症状之间存在任何关系，也无法确定迷走神经活动在它们关系中的中介作用。总之，我们发现有证据表明成长型思维模式对青少年的学校倦怠症状有潜在的保护作用，但没有发现生理恢复力（迷走神经活动）作为潜在机制的证据。我们在较年轻样本中证实的成长型思维模式的保护作用可用于干预措施，以防止学校倦怠症状加剧。
