He Wu-Jing, Zhang Kai
Department of Special Education and Counselling, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong SAR, China.
Behav Sci (Basel). 2024 Dec 2;14(12):1155. doi: 10.3390/bs14121155.
Building on the theoretical perspectives of mindset theory and cultural orientation framework, this study explores the moderating role of cultural orientation in the relationship between individuals' growth mindset and learning self-efficacy, addressing the contextual dependency of mindset theory. A total of 307 Chinese undergraduates (61% female; age range = 18-22 years) from a university in Hong Kong were recruited for this cross-sectional study. Cultural orientation, growth mindset, and learning self-efficacy were assessed via the Chinese version of the Cultural Values Scale (CVScale), Growth Mindset Inventory (GMI), and Learning Self-Efficacy Scale (LSES), respectively. Linear multiple regression analysis was conducted to examine the hypothesized moderation effects. The results revealed an interesting dimension-specific pattern among the five dimensions of cultural orientation. While one dimension (i.e., long-term orientation) had a positive moderating effect on the relationship between growth mindset and learning self-efficacy, two dimensions (i.e., power distance and uncertainty avoidance) had negative moderating effects on that relationship. The two remaining cultural dimensions (i.e., individualism/collectivism and motivation towards achievement and success) did not exhibit any significant moderating effects. These findings underscore the interplay between a growth mindset, cultural orientation, and learning self-efficacy, emphasizing the influence of cultural factors on the outcomes of mindset interventions. This study highlights the need for culturally tailored educational practices and interventions to maximize the effectiveness of growth mindset theories in diverse contexts.
基于思维模式理论和文化取向框架的理论观点，本研究探讨文化取向在个体成长型思维与学习自我效能感之间关系中的调节作用，以解决思维模式理论的情境依赖性问题。本横断面研究招募了香港一所大学的307名中国本科生（61%为女性；年龄范围为18至22岁）。文化取向、成长型思维和学习自我效能感分别通过中文版文化价值观量表（CVScale）、成长型思维量表（GMI）和学习自我效能感量表（LSES）进行评估。进行线性多元回归分析以检验假设的调节效应。结果揭示了文化取向五个维度中一种有趣的维度特异性模式。虽然一个维度（即长期取向）对成长型思维与学习自我效能感之间的关系具有正向调节作用，但两个维度（即权力距离和不确定性规避）对该关系具有负向调节作用。其余两个文化维度（即个人主义/集体主义以及对成就和成功的动机）未表现出任何显著的调节作用。这些发现强调了成长型思维、文化取向和学习自我效能感之间的相互作用，强调了文化因素对思维模式干预结果的影响。本研究强调需要针对不同文化背景制定教育实践和干预措施，以在不同情境中最大化成长型思维理论的有效性。
