How growth mindset shapes math achievement: The moderating role of classroom practices and the mediating role of engagement across adolescence.

IF 2.7 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Developmental Psychology Pub Date : 2026-09-01 Epub Date: 2026-04-06 DOI:10.1037/dev0002181

Tetsuya Yamada, Xu Qin, Christina L Scanlon, Ming-Te Wang

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引用次数: 0

Abstract

Although the positive role of a growth mindset in adolescent math learning is widely recognized, little is known about the moderating role of classroom practices, the mediating role of engagement, or developmental patterns in these relations. One thousand three hundred thirty adolescents in Grades 8, 10, and 12 attending 14 U.S. urban public schools (M_age = 15.50, SD_age = 1.56; 54% female; 69% White, 26% Black; 49% low-income) participated in a longitudinal study conducted over one academic year. Students completed measures of motivation and reported on the classroom practices of their math teachers. Math course grades were obtained from school records. Results show that the overall effect of a growth mindset on math achievement was positive, and growth-oriented classroom practices positively moderated this effect. However, both the overall mindset effect and the moderation effect declined in upper grades. The mediating role of engagement in the association between a growth mindset and math achievement was positive but modest on average. Importantly, this mediation effect was stronger in the presence of growth-oriented classroom practices, particularly in Grade 10. These findings highlight the importance of supportive classroom practices and developmental stages in enhancing the motivational and academic benefits of a growth mindset. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

查看原文本刊更多论文

成长心态如何塑造数学成绩：课堂实践的调节作用和参与在青春期的中介作用。

尽管成长心态在青少年数学学习中的积极作用已得到广泛认可，但人们对课堂实践的调节作用、参与的中介作用或发展模式在这些关系中的作用知之甚少。在美国14所城市公立学校就读的8年级、10年级和12年级的1330名青少年（Mage = 15.50, SDage = 1.56； 54%为女性；69%为白人，26%为黑人；49%为低收入家庭）参与了一项为期一学年的纵向研究。学生们完成了动机测试，并报告了他们的数学老师的课堂实践。数学课程成绩是从学校记录中获得的。结果表明，成长心态对数学成绩的总体影响是积极的，而以成长为导向的课堂实践正调节了这种影响。然而，整体心态效应和适度效应在高年级均有所下降。在成长心态和数学成绩之间的关联中，投入的中介作用是积极的，但平均而言是适度的。重要的是，在以成长为导向的课堂实践中，这种中介效应更强，尤其是在10年级。这些发现强调了支持性课堂实践和发展阶段在增强成长心态的动机和学术效益方面的重要性。（PsycInfo数据库记录(c) 2026 APA，版权所有）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.80

自引率

2.50%

发文量

329

期刊介绍： Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.