Wijaya Tommy Tanu, Li Xinxin, Cao Yiming
School of Mathematical Sciences, Beijing Normal University, Beijing, China.
National Research Center for Educational Materials, Beijing, China.
Sci Rep. 2025 Jul 1;15(1):21513. doi: 10.1038/s41598-025-07400-z.
Growth mindset, consistency of interest, and perseverance of effort have been demonstrated to positively influence students' mathematical abilities. This study investigates how these characteristics interact and affect non-cognitive skills, enabling mathematics teachers to develop tailored interventions that enhance learning and persistence among rural students. We examined the profiles of growth mindset and Grit among 1495 rural Chinese students from three secondary schools in China, analyzing their relationships with math anxiety, motivation, and self-efficacy in mathematics lessons. Our analysis identified four distinct profiles: Fixed-Oriented Mindset, Lower Tendency Toward Growth, Tendency Toward Growth, and Growth-Oriented Mindset. Interestingly, there was no significant difference in students' mathematics motivation between the Lower Tendency Toward Growth, Tendency Toward Growth, and Growth Mindset profiles. However, increases in mindset are associated with increased math anxiety among rural students. This research offers new insights into the effects of cultivating a growth mindset and Grit on mathematics anxiety among rural students.
成长型思维模式、兴趣的一致性和努力的坚持性已被证明对学生的数学能力有积极影响。本研究调查了这些特征如何相互作用并影响非认知技能，使数学教师能够制定量身定制的干预措施，以提高农村学生的学习和坚持性。我们研究了来自中国三所中学的1495名农村学生的成长型思维模式和毅力概况，分析了它们与数学焦虑、动机和数学课堂自我效能感之间的关系。我们的分析确定了四种不同的概况：固定型思维模式、较低成长倾向、成长倾向和成长型思维模式。有趣的是，在较低成长倾向、成长倾向和成长型思维模式概况的学生的数学动机方面没有显著差异。然而，思维模式的提高与农村学生数学焦虑的增加有关。这项研究为培养成长型思维模式和毅力对农村学生数学焦虑的影响提供了新的见解。
