Whether and How Can a Growth Mindset Intervention Help Students in a Non-Western Culture? Evidence from a Field Experiment in China

Autor/inn/en	Huang, Zhen; Wei, Xiangdong; Lu, Runhao; Shi, Jiannong
Titel	Whether and How Can a Growth Mindset Intervention Help Students in a Non-Western Culture? Evidence from a Field Experiment in China
Quelle	In: Educational Psychology, 42 (2022) 7, S.913-929 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Zhen) ORCID (Lu, Runhao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2022.2085669
Schlagwörter	Foreign Countries; Elementary School Students; Middle School Students; Grade 4; Grade 5; Grade 7; Grade 8; Non Western Civilization; Intervention; Beliefs; Positive Attitudes; Student Motivation; Self Concept; Individual Development; World Views; Mathematics Achievement; Learning Strategies; Questionnaires; China; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Belief; Glaube; Schulische Motivation; Selbstkonzept; Individuelle Entwicklung; World view; Weltanschauung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen
Abstract	An increasing amount of research has indicated that the effectiveness of growth mindset (GM) intervention is sensitive to population characteristics. However, few studies have investigated whether GM interventions can be leveraged to promote academic performance among non-westerners such as Chinese students. Attuning to the Chinese background, we developed an extended GM intervention by incorporating both the malleability of intelligence and that of emotion. We examined the effect of the intervention in 11 schools across 48 classes in China and found that the intervention significantly improved students' maths achievement with intrinsic motivation playing a partial mediating role. Different from the mechanism in the Western, the implicit theories of emotion, rather than implicit theories of intelligence, are more likely to play a role in the effects of the GM intervention on intrinsic motivation and maths achievement. Future studies are required for directly examining the role of implicit theories of emotion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01