{"title":"成长型思维模式对高中生学习主观幸福感的影响:成就动机和勇气的序列中介作用","authors":"Wei Zhao, Xiang Shi, Mingfei Jin, Yangyang Li, Chen Liang, Yilong Ji, Jiaxuan Cao, Mohamed Oubibi, Xiaolin Li, Yuan Tian","doi":"10.3389/fpsyg.2024.1399343","DOIUrl":null,"url":null,"abstract":"The learning subjective well-being of high school students has significant value for their academic achievement and future life development. A growth mindset is one of the key factors affecting the learning subjective well-being of high school students. However, research on the mechanism by which a growth mindset affects learning subjective well-being is still relatively limited. Therefore, the study aims to investigate the impact of a growth mindset on the learning subjective well-being of high school students, as well as the role that achievement motivation and grit play as serial mediators in this relationship.This study employed a convenience sampling method to select 708 high school students from Chinese public high schools as participants. The research utilized the Growth Mindset Scale, Achievement Motivation Scale, Grit Scale, and the Learning Subjective Well-being Questionnaire for High School Students to collect data. All data were analyzed using SPSS 26.0, employing Model 6 from Hayes’ SPSS PROCESS macro to test the serial mediation model.Our results found that (1) high school students’ growth mindset positively predicted their learning subjective well-being. (2) Achievement motivation played a mediating role between a growth mindset and learning subjective well-being among high school students. (3) Grit acted as a mediator between learning subjective well-being and growth mindset among high school students. (4) Achievement motivation and grit served as serial mediators between a growth mindset and learning subjective well-being among high school students.A growth mindset can influence the learning subjective well-being of high school students through achievement motivation and grit. Educators can enhance the learning subjective well-being of high school students by implementing intervention strategies that foster a growth mindset, achievement motivation, and grit.","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":" 8","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The impact of a growth mindset on high school students’ learning subjective well-being: the serial mediation role of achievement motivation and grit\",\"authors\":\"Wei Zhao, Xiang Shi, Mingfei Jin, Yangyang Li, Chen Liang, Yilong Ji, Jiaxuan Cao, Mohamed Oubibi, Xiaolin Li, Yuan Tian\",\"doi\":\"10.3389/fpsyg.2024.1399343\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The learning subjective well-being of high school students has significant value for their academic achievement and future life development. A growth mindset is one of the key factors affecting the learning subjective well-being of high school students. However, research on the mechanism by which a growth mindset affects learning subjective well-being is still relatively limited. Therefore, the study aims to investigate the impact of a growth mindset on the learning subjective well-being of high school students, as well as the role that achievement motivation and grit play as serial mediators in this relationship.This study employed a convenience sampling method to select 708 high school students from Chinese public high schools as participants. The research utilized the Growth Mindset Scale, Achievement Motivation Scale, Grit Scale, and the Learning Subjective Well-being Questionnaire for High School Students to collect data. All data were analyzed using SPSS 26.0, employing Model 6 from Hayes’ SPSS PROCESS macro to test the serial mediation model.Our results found that (1) high school students’ growth mindset positively predicted their learning subjective well-being. (2) Achievement motivation played a mediating role between a growth mindset and learning subjective well-being among high school students. (3) Grit acted as a mediator between learning subjective well-being and growth mindset among high school students. (4) Achievement motivation and grit served as serial mediators between a growth mindset and learning subjective well-being among high school students.A growth mindset can influence the learning subjective well-being of high school students through achievement motivation and grit. Educators can enhance the learning subjective well-being of high school students by implementing intervention strategies that foster a growth mindset, achievement motivation, and grit.\",\"PeriodicalId\":507929,\"journal\":{\"name\":\"Frontiers in Psychology\",\"volume\":\" 8\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-07-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Frontiers in Psychology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3389/fpsyg.2024.1399343\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers in Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3389/fpsyg.2024.1399343","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
高中生的学习主观幸福感对其学业成绩和未来人生发展具有重要价值。成长型思维模式是影响高中生学习主观幸福感的关键因素之一。然而,有关成长型思维模式影响学习主观幸福感的机制的研究还相对有限。因此,本研究旨在探究成长型心态对高中生学习主观幸福感的影响,以及成就动机和勇气在这一关系中发挥的序列中介作用。本研究采用便利抽样法,从中国公立高中选取了708名高中生作为被试。研究采用成长心态量表、成就动机量表、勇气量表和高中生学习主观幸福感问卷收集数据。所有数据均使用 SPSS 26.0 进行分析,并使用 Hayes 的 SPSS PROCESS 宏中的模型 6 检验序列中介模型。(2) 成就动机在高中生的成长型思维模式和学习主观幸福感之间起着中介作用。(3) 勇气在高中生的学习主观幸福感和成长心态之间起着中介作用。(4) 成就动机和勇气是成长型思维模式与高中生学习主观幸福感之间的连续中介。教育工作者可以通过实施培养成长型思维、成就动机和勇气的干预策略来提高高中生的学习主观幸福感。
The impact of a growth mindset on high school students’ learning subjective well-being: the serial mediation role of achievement motivation and grit
The learning subjective well-being of high school students has significant value for their academic achievement and future life development. A growth mindset is one of the key factors affecting the learning subjective well-being of high school students. However, research on the mechanism by which a growth mindset affects learning subjective well-being is still relatively limited. Therefore, the study aims to investigate the impact of a growth mindset on the learning subjective well-being of high school students, as well as the role that achievement motivation and grit play as serial mediators in this relationship.This study employed a convenience sampling method to select 708 high school students from Chinese public high schools as participants. The research utilized the Growth Mindset Scale, Achievement Motivation Scale, Grit Scale, and the Learning Subjective Well-being Questionnaire for High School Students to collect data. All data were analyzed using SPSS 26.0, employing Model 6 from Hayes’ SPSS PROCESS macro to test the serial mediation model.Our results found that (1) high school students’ growth mindset positively predicted their learning subjective well-being. (2) Achievement motivation played a mediating role between a growth mindset and learning subjective well-being among high school students. (3) Grit acted as a mediator between learning subjective well-being and growth mindset among high school students. (4) Achievement motivation and grit served as serial mediators between a growth mindset and learning subjective well-being among high school students.A growth mindset can influence the learning subjective well-being of high school students through achievement motivation and grit. Educators can enhance the learning subjective well-being of high school students by implementing intervention strategies that foster a growth mindset, achievement motivation, and grit.