The Role Of Growth Mindset In Elementary School Children's Performance

被引：0

作者：

Garcia Coni, Ana ^{[1
]}

Belen Saldi, Lucia ^{[2
]}

Villarramos, Clara ^{[2
]}

Laura Andres, Maria ^{[1
]}

Canet Juric, Lorena ^{[1
]}

机构：

[1] Univ Nacl Mar del Plata, Consejo Nacl Invest Cient & Tecn CONICET, Inst Psicol Basica Aplicada & Tecnol, Mar Del Plata, Argentina

[2] Univ Nacl Mar del Plata, Fac Psicol, Mar Del Plata, Argentina

来源：

ACTUALIDADES EN PSICOLOGIA | 2022年 / 36卷 / 133期

关键词：

Growth mindset; fixed mindset; school aged children; performance; arithmetics; reading comprehension; ACADEMIC-ACHIEVEMENT; IMPLICIT THEORIES; COLLEGE-STUDENTS; PARENT PRAISE; SELF-ESTEEM; INTELLIGENCE; SETS; INTERVENTIONS; ADOLESCENTS; PERCEPTION;

D O I：

10.15517/ap.v36i133.45774

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Objective. The aim of the paper was to study the relation between mindset and reading comprehension and arithmetic performance of 247 students aged 9 to 12 years from two schools in Argentina. Method. Participants were asked to complete a questionnaire based on a Growth Mindset Scale, and standardized tests of reading comprehension and arithmetic calculation. In addition, school grades provided by teachers and social status data provided by parents/caregivers were used. The design was non-experimental and cross-sectional. Results. Hierarchical regression analyzes showed that the higher the growth mindset, the better the school performance, even when controlling for the effect of social status on these variables. The relation of performance with grades was stronger than with standardized tests.

引用

页码：42 / 57

页数：16

共 76 条

[1]

Abusamra V., 2010, TEST LEER COMPRENDER

[2] Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence [J].