Intelligence mindset in Chinese children: The role of parental praise and autonomy support

This study examined the relations between intelligence mindset, parenting practices, and academic performance in Chinese children. Specifically, we explored how caregivers' mindset was linked to their children's mindset through the use of praise and autonomy support. A sample of 330 Chinese children (Mage = 9.3, 6.6-12.3 years old, 51.5% female) and their caregivers (65% mothers) was recruited for this study. Results from structural equation modeling revealed that caregivers' mindset as reported by children was indirectly linked to children's self-reported mindset through the interaction between caregivers' self-reported praise and autonomy support. Additionally, children's fixed mindset was inversely linked to their math and Chinese grades. These findings suggest that promoting parents' growth mindset and increasing parenting practices of praise and autonomy support may help increase children's growth mindset and academic performance. Overall, our study highlights the additive and interactive role of caregivers' praise and autonomy support in the familial link between care-givers' and children's intelligence mindsets, and provides practical implications for interventions.