Seo Eunjin, Lee So Yeon, Lee You-Kyung
Texas State University, School of Family and Consumer Sciences, San Marcos, TX, USA.
The University of Alabama at Birmingham, School of Education and Human Sciences, Birmingham, AL, USA.
J Youth Adolesc. 2025 Jul 15. doi: 10.1007/s10964-025-02216-6.
Although growth mindset-oriented teaching practices are widely promoted, little is known about their long-term effects, particularly when and for whom they matter most. This study examined how growth mindset-oriented teaching practices predicted academic interest and achievement over six years, with particular attention to when and for whom such practices may be more effective. A nationally representative sample of 6853 South Korean students was followed from 7th to 12th grade. Using a random-intercept cross-lagged panel model, this research found that perceived growth mindset-oriented teaching predicted next-year academic interest and achievement. These patterns were especially salient among students facing academic challenges in high school. Findings underscore the potential importance of these practices for supporting student motivation and achievement throughout secondary education.
尽管以成长型思维为导向的教学实践得到了广泛推广，但人们对其长期影响知之甚少，尤其是它们在何时以及对谁最为重要。本研究考察了以成长型思维为导向的教学实践如何在六年时间里预测学业兴趣和成绩，特别关注这些实践在何时以及对谁可能更有效。对6853名韩国学生进行了全国代表性抽样，跟踪他们从7年级到12年级的情况。通过随机截距交叉滞后面板模型，本研究发现，感知到的以成长型思维为导向的教学能够预测下一年的学业兴趣和成绩。这些模式在高中面临学业挑战的学生中尤为明显。研究结果强调了这些实践对于在整个中等教育阶段支持学生动机和成绩的潜在重要性。
