Socioeconomic status moderates the relationship between growth mindset and learning in mathematics and science: Evidence from PISA 2018 Philippine data

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2020-12-02 DOI:10.1080/21683603.2020.1832635

Allan B. I. Bernardo

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引用次数: 23

Abstract

ABSTRACT The growth mindset is the belief that one’s level of intelligence can be changed, and many education-reform advocates have pushed for growth mindset interventions in the belief it will improve achievement in schools. While researchers have debated the usefulness of mindset interventions in schools, current research has focused on investigating the social contexts within which the growth mindset benefits are realized. As there are divergent findings regarding how socioeconomic status (SES) relates to growth mindset, this study examines how SES moderates the relationship between Filipino students’ growth mindset and learning in mathematics and science. Data from a nationally representative sample (n = 7,233) of Filipino students from the PISA2018 database were analyzed. The results show that holding a growth mindset was positively associated with learning in mathematics and science, explaining a small portion of variations in learning. In contrast, SES explained a larger portion of variations in learning. The positive association between growth mindset and learning was found only among higher SES students; there was a nonsignificant relationship between growth mindset and learning among lower SES students. The results are discussed in terms of how social resources supportive of efforts to improve intelligence might be prerequisites for realizing growth mindset benefits.

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社会经济地位调节成长心态与数学和科学学习之间的关系:来自2018年PISA菲律宾数据的证据

成长心态是认为一个人的智力水平是可以改变的，许多教育改革的倡导者已经推动了成长心态干预，他们相信这将提高学校的成绩。虽然研究人员一直在争论心态干预在学校的有用性，但目前的研究主要集中在调查成长心态益处实现的社会背景。鉴于社会经济地位与成长心态的关系存在差异，本研究探讨社会经济地位如何调节菲律宾学生成长心态与数学和科学学习之间的关系。分析了PISA2018数据库中具有全国代表性的菲律宾学生样本(n = 7233)的数据。结果表明，持有成长心态与数学和科学的学习呈正相关，这解释了学习中的一小部分变化。相比之下，社会经济地位解释了学习中的大部分差异。成长心态与学习的正相关仅存在于高经济地位学生中;低经济地位学生的成长心态与学习之间的关系不显著。结果讨论了社会资源支持努力提高智力可能是实现成长心态的先决条件。

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

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.