Scholarlink

<p>Growth mindset is a pivotal psychological construct in educational and developmental psychology, particularly in understanding adolescents’ motivation and adaptive functioning. This study investigated the longitudinal development of a growth mindset in junior high school students, using both the latent growth and latent class growth models to capture individual trajectories and subgroup variations. Participants were <i>N</i> = 496 students from Guangdong Province (51% female; age range = 11–14 years; <i>M</i> = 12.33, <i>SD</i> = 0.52). They were assessed at three waves conducted at ~ 3-month intervals over an ~ 6-month span (September–March). The results indicated that: (1) students’ growth mindsets were at a moderate level and showed significant positive correlations across time; (2) the population trajectory declined linearly, with teacher support at baseline associated with a higher initial level; (3) three latent classes emerged—low-level, rapid decline (15.75%), moderate-level, slow decline (63.75%), and high-level, stable (20.50%); and (4) teacher support was positively associated with membership in the moderate-level, slow-decline class. These findings highlight the dynamic and heterogeneous nature of growth-mindset development in adolescence and inform targeted interventions that consider individual differences.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Potential pathways for the development of a growth mindset in adolescents: an integrated application of the latent growth and latent class growth models

  • 期刊论文

  • 发表日期：

    2026年1月19日

查看全文
  • Qing Wang,
  • Xi Chen,
  • Xiaoxiao Hong,
  • Junting Huang,
  • Wanru Lin

摘要

Growth mindset is a pivotal psychological construct in educational and developmental psychology, particularly in understanding adolescents’ motivation and adaptive functioning. This study investigated the longitudinal development of a growth mindset in junior high school students, using both the latent growth and latent class growth models to capture individual trajectories and subgroup variations. Participants were N = 496 students from Guangdong Province (51% female; age range = 11–14 years; M = 12.33, SD = 0.52). They were assessed at three waves conducted at ~ 3-month intervals over an ~ 6-month span (September–March). The results indicated that: (1) students’ growth mindsets were at a moderate level and showed significant positive correlations across time; (2) the population trajectory declined linearly, with teacher support at baseline associated with a higher initial level; (3) three latent classes emerged—low-level, rapid decline (15.75%), moderate-level, slow decline (63.75%), and high-level, stable (20.50%); and (4) teacher support was positively associated with membership in the moderate-level, slow-decline class. These findings highlight the dynamic and heterogeneous nature of growth-mindset development in adolescence and inform targeted interventions that consider individual differences.