Jianping Gao, Roslan Samsilah, Soh Kim Geok, Zaremohzzabieh Zeinab
Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia.
Women and Family Studies Research Center, University of Religions and Denominations, Qom, Iran.
Front Psychol. 2024 Nov 25;15:1446260. doi: 10.3389/fpsyg.2024.1446260. eCollection 2024.
The impact of a growth mindset and resilience on boarding middle school adolescents has received increasing attention from scholars. Nevertheless, research on how to intervene in the growth mindset, and resilience of boarding school adolescents needs further verification. The purpose of this study is to explore whether positive education intervention based on the PERMA (positive emotions, engagement, relationships, meaning, and achievement) model will help Chinese boarding middle school adolescents improve their growth mindset and resilience.
This study is a randomized controlled trial with both a control group and an experimental group, including pre-tests and post-tests. The study subjects were 167 adolescents, including 84 ( = 84) adolescents in the experimental group and 83 ( = 83) adolescents in the control group.
The results showed that adolescents under the intervention condition reported significantly improved growth mindset and resilience.
Compared with the control group, resilience significantly increased. These findings indicate that positive educational intervention is a promising approach to improve boarding adolescents 'growth mindset and resilience.
成长型思维模式和心理韧性对寄宿制初中青少年的影响日益受到学者们的关注。然而，关于如何干预寄宿学校青少年的成长型思维模式和心理韧性的研究尚需进一步验证。本研究旨在探讨基于PERMA（积极情绪、投入、人际关系、意义和成就）模型的积极教育干预是否有助于中国寄宿制初中青少年改善其成长型思维模式和心理韧性。
本研究是一项随机对照试验，设有对照组和实验组，包括前测和后测。研究对象为167名青少年，其中实验组84名青少年，对照组83名青少年。
结果显示，处于干预条件下的青少年的成长型思维模式和心理韧性有显著改善。
与对照组相比，心理韧性显著提高。这些研究结果表明，积极教育干预是改善寄宿青少年成长型思维模式和心理韧性的一种有前景的方法。
