Growth Mindset and Math Success in Chinese Students
Author Information
Author(s): Chen Mudan, Mok Ida Ah Chee, Cao Yiming, Wijaya Tommy Tanu, Ning Yimin, Cheung Rebecca Y. M., Cheung Sum Kwing
Primary Institution: Beijing Normal University
Hypothesis
Does a growth mindset influence mathematics achievement through academic buoyancy and adaptability?
Conclusion
A growth mindset positively impacts mathematics achievement, primarily through cognitive-behavioral adaptability.
Supporting Evidence
- A growth mindset was positively related to mathematics achievement.
- Cognitive-behavioral adaptability mediated the relationship between growth mindset and math success.
- The model was invariant across genders, school types, and socioeconomic status.
Takeaway
Believing you can improve your intelligence helps students do better in math, especially if they can adapt to challenges.
Methodology
The study used structural equation modeling to analyze data from 1164 junior high school students in China.
Potential Biases
Self-reporting may introduce bias in the assessment of growth mindset and adaptability.
Limitations
The study relied on self-reported measures and was cross-sectional, limiting causal inferences.
Participant Demographics
1164 junior high school students (49.4% females, 50.6% males) from various socioeconomic backgrounds in China.
Statistical Information
P-Value
0.069
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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