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<p>The growth mindset proposes that intelligence comprises expandable, malleable, and controllable attributes, and those who embrace this mindset are inclined to view challenges and failures through a more optimistic lens. As a result, it can propel female college art majors towards greater achievements in both academic and professional settings. This study employed empirical analysis on 398 questionnaire responses, utilising Mplus 8.0 software. The research findings reveal the following: (1) There is a positive correlation between the academic performance of college female art majors and their growth mindset; (2) Grit serves as a mediator in the relationship between growth mindset and the academic performance of college female art majors; (3) Learning adaptability mediates the association between growth mindset and the academic performance of college female art majors; (4) Personal growth initiative serves as a moderator in the relationship between growth mindset and the academic performance of college female art majors. These findings not only enrich learning theories but also provide practical insights for improving students’ academic outcomes.</p>

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Exploring the intrinsic mechanism of growth mindset on the academic performance of female art majors in China

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月26日

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  • Linxia Ouyang,
  • Yun Peng,
  • Lin Li,
  • Libo Zhang,
  • Yang Yi,
  • Chun Zhang

摘要

The growth mindset proposes that intelligence comprises expandable, malleable, and controllable attributes, and those who embrace this mindset are inclined to view challenges and failures through a more optimistic lens. As a result, it can propel female college art majors towards greater achievements in both academic and professional settings. This study employed empirical analysis on 398 questionnaire responses, utilising Mplus 8.0 software. The research findings reveal the following: (1) There is a positive correlation between the academic performance of college female art majors and their growth mindset; (2) Grit serves as a mediator in the relationship between growth mindset and the academic performance of college female art majors; (3) Learning adaptability mediates the association between growth mindset and the academic performance of college female art majors; (4) Personal growth initiative serves as a moderator in the relationship between growth mindset and the academic performance of college female art majors. These findings not only enrich learning theories but also provide practical insights for improving students’ academic outcomes.