Faculty of Psychology, Beijing Normal University, Beijing, China.
School of Public Health, Shanghai Jiao Tong University School of Medicine, Shanghai, China.
Appl Psychol Health Well Being. 2024 Nov;16(4):2397-2420. doi: 10.1111/aphw.12596. Epub 2024 Sep 20.
Brief, low-cost growth mindset interventions improving academic-related outcomes can be valuable. However, less is known regarding their effectiveness on learning motivation, behaviors, and academic performance in non-Western cultures like China. This study aimed to examine the effects of a single-session growth mindset intervention on Chinese junior secondary students during the COVID-19 pandemic. We recruited 618 Chinese junior secondary school students from two schools and cluster-randomly assigned them to be the intervention school (n = 311) or the control school (n = 307). Data was collected during the fall semester of 2019 and the spring semester of 2020. Compared with the control school, students in the intervention school reported stronger growth mindset (partial η = 0.02, p < .001), academic self-efficacy (partial η = 0.02, p < .001), study engagement (partial η = 0.01, p = .041), and improved Chinese performance (partial η = 0.07, p < .001), with lower helpless attributions (partial η = 0.03, p < .001) over time. The intervention had direct and indirect effects (i.e., via the growth mindset) on helpless attributions and academic self-efficacy, with an indirect effect on study engagement.The results support the effectiveness of the brief growth mindset intervention.
简短、低成本的增长型思维干预措施可以提高与学术相关的成果。然而，在像中国这样的非西方文化中，关于它们对学习动机、行为和学业成绩的影响，我们了解得还比较少。本研究旨在探讨单次增长型思维干预对中国初中学生在 COVID-19 大流行期间的影响。我们从两所学校招募了 618 名中国初中生，并将他们进行整群随机分组，分别分配到干预组（n=311）和对照组（n=307）。数据收集于 2019 年秋季学期和 2020 年春季学期。与对照组相比，干预组的学生报告了更强的增长型思维（偏 η = 0.02，p <.001）、学业自我效能感（偏 η = 0.02，p <.001）、学习投入（偏 η = 0.01，p =.041）和语文成绩提高（偏 η = 0.07，p <.001），无助归因（偏 η = 0.03，p <.001）随时间减少。干预对无助归因和学业自我效能感有直接和间接的影响（即通过增长型思维），对学习投入有间接影响。研究结果支持简短的增长型思维干预的有效性。
