Jenni Laurell, Ita Puusepp, Kai Hakkarainen, Kirsi Tirri
{"title":"Students' cross-domain mindset profiles and academic achievement in Finnish lower-secondary education.","authors":"Jenni Laurell, Ita Puusepp, Kai Hakkarainen, Kirsi Tirri","doi":"10.3389/fpsyg.2025.1514879","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>This study uses a person-centered approach to explore Finnish lower-secondary school students' (<i>N</i> = 1106) mindsets across intelligence, giftedness, and creativity. It further investigates the relationship between mindsets profiles, school achievement in various subjects, and gender differences, aiming to address the domain-specificity of the three ability domains.</p><p><strong>Methods: </strong>A self-reported questionnaire was used to measure students' mindsets, with latent profile analysis (LPA) identifying distinct profiles. School achievement was assessed through academic grades in core and arts subjects, while gender differences in profile membership were examined via logistic regression.</p><p><strong>Results: </strong>Four mindset profiles emerged: <i>Growth, Fixed, Mixed</i>, and <i>Opposing</i>. Most students exhibited consistent \"general\" mindsets across domains, except those in the Opposing profile, who combined a growth mindset for intelligence and creativity with a fixed mindset for giftedness. Students in the Opposing profile outperformed others in mathematics and foreign languages, while those in the Growth profile excelled across other subjects. The Fixed profile was linked to the lowest achievement, except in reading, foreign languages, and music, where Mixed and Fixed profiles performed similarly. Girls were more likely to belong to the Growth profile, while boys dominated the Fixed and Opposing profiles.</p><p><strong>Discussion: </strong>The findings highlight the cross-domain nature of mindsets but reveal unique domain-specific variations, particularly for giftedness. These differences influenced academic outcomes, underscoring the nuanced role of mindsets in student achievement. Gender disparities in mindset profiles align with observed differences in school performance.</p><p><strong>Conclusion: </strong>By identifying distinct mindset profiles, this study emphasizes the complexity of students' beliefs and possible educational implications. Future research should explore qualitative aspects of mindset formation across ability-related constructs, its broader motivational frameworks, and their relation to students' academic outcomes.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1514879"},"PeriodicalIF":2.6000,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11800590/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers in Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3389/fpsyg.2025.1514879","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
Introduction: This study uses a person-centered approach to explore Finnish lower-secondary school students' (N = 1106) mindsets across intelligence, giftedness, and creativity. It further investigates the relationship between mindsets profiles, school achievement in various subjects, and gender differences, aiming to address the domain-specificity of the three ability domains.
Methods: A self-reported questionnaire was used to measure students' mindsets, with latent profile analysis (LPA) identifying distinct profiles. School achievement was assessed through academic grades in core and arts subjects, while gender differences in profile membership were examined via logistic regression.
Results: Four mindset profiles emerged: Growth, Fixed, Mixed, and Opposing. Most students exhibited consistent "general" mindsets across domains, except those in the Opposing profile, who combined a growth mindset for intelligence and creativity with a fixed mindset for giftedness. Students in the Opposing profile outperformed others in mathematics and foreign languages, while those in the Growth profile excelled across other subjects. The Fixed profile was linked to the lowest achievement, except in reading, foreign languages, and music, where Mixed and Fixed profiles performed similarly. Girls were more likely to belong to the Growth profile, while boys dominated the Fixed and Opposing profiles.
Discussion: The findings highlight the cross-domain nature of mindsets but reveal unique domain-specific variations, particularly for giftedness. These differences influenced academic outcomes, underscoring the nuanced role of mindsets in student achievement. Gender disparities in mindset profiles align with observed differences in school performance.
Conclusion: By identifying distinct mindset profiles, this study emphasizes the complexity of students' beliefs and possible educational implications. Future research should explore qualitative aspects of mindset formation across ability-related constructs, its broader motivational frameworks, and their relation to students' academic outcomes.
期刊介绍：
Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology. Field Chief Editor Axel Cleeremans at the Free University of Brussels is supported by an outstanding Editorial Board of international researchers. This multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide. The journal publishes the best research across the entire field of psychology. Today, psychological science is becoming increasingly important at all levels of society, from the treatment of clinical disorders to our basic understanding of how the mind works. It is highly interdisciplinary, borrowing questions from philosophy, methods from neuroscience and insights from clinical practice - all in the goal of furthering our grasp of human nature and society, as well as our ability to develop new intervention methods.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
