Zhang Kai, He Wu-Jing
Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong SAR, China.
J Intell. 2025 Jan 10;13(1):8. doi: 10.3390/jintelligence13010008.
This study investigates the moderating effects of several contextual factors (i.e., teachers' growth mindset, perceived school climate, and perceived parental autonomy support) on the relationship between students' growth mindset and academic achievement. Drawing on Dweck's growth mindset theory and recent research findings that highlight the context sensitivity of the growth mindset, we hypothesize that supportive environments strengthen the positive impact of students' growth mindset on academic outcomes. A sample of 358 middle school students (53.8% female; Mage = 13.38 years, SD = 2.20) from public schools in Shanghai City, mainland China, was assessed via three validated instruments: (1) the Growth Mindset Inventory, which is used to measure students' and teachers' beliefs about intelligence; (2) the Delaware School Climate Survey for Students, which is used to assess students' perceptions of the school climate; and (3) the Perceived Parental Autonomy Support Scale, which is used to evaluate students' perceived parental autonomy support. Academic achievement was measured by district-level final exam scores. The results of hierarchical regression analyses revealed that teachers' growth mindset, perceived school climate support (e.g., teacher-student and student-student relations, fairness of rules, school safety, liking of school), and the perception of positive parental autonomy support (e.g., choice, rationale, acknowledgment) positively moderated the relationship between students' growth mindset and academic achievement. In contrast, the perception of negative parental autonomy factors (e.g., punishment threats, performance pressure, guilt-inducing criticism) negatively moderated this relationship. These results indicate that the relationship between students' growth mindset and academic achievement may vary depending on contextual factors, highlighting the importance of considering both positive and negative influences when designing educational strategies.
本研究调查了几个背景因素（即教师的成长型思维模式、感知到的学校氛围以及感知到的父母自主支持）对学生成长型思维模式与学业成绩之间关系的调节作用。借鉴德韦克的成长型思维模式理论以及近期强调成长型思维模式对环境敏感性的研究结果，我们假设支持性环境会加强学生成长型思维模式对学业成果的积极影响。对来自中国内地上海市公立学校的358名中学生（女生占53.8%；平均年龄Mage = 13.38岁，标准差SD = 2.20）进行了评估，使用了三种经过验证的工具：（1）成长型思维模式量表，用于测量学生和教师对智力的信念；（2）特拉华州学生学校氛围调查问卷，用于评估学生对学校氛围的感知；（3）感知到的父母自主支持量表，用于评估学生感知到的父母自主支持。学业成绩通过区级期末考试成绩来衡量。分层回归分析结果显示，教师的成长型思维模式、感知到的学校氛围支持（如师生关系、生生关系、规则公平性、学校安全性、对学校的喜爱程度）以及对积极的父母自主支持的感知（如选择、理由、认可）对学生成长型思维模式与学业成绩之间的关系具有正向调节作用。相反，对消极的父母自主因素的感知（如惩罚威胁、成绩压力、内疚诱导式批评）对这种关系具有负向调节作用。这些结果表明，学生成长型思维模式与学业成绩之间的关系可能因背景因素而异，凸显了在设计教育策略时考虑正负两方面影响的重要性。
