Intelligence Mindsets Trajectory Profiles among Chinese Elementary School Students: Associations with Changes in Academic Achievement from Grades 4 to 6.
Early adolescence is a critical period for the development of children's intelligence mindsets, which play a significant role in academic achievement. However, existing research predominantly employs variable-centered approaches, which fail to capture individual differences in mindset–achievement re...
| Published in: | Journal of Youth & Adolescence Vol. 54; no. 1; pp. 238 - 255 |
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| Main Authors: | , , , , , , |
| Format: | Article |
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Springer Nature
Jan2025
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=182305526&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 182305526 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Jan2025 vid: 54 iid: 1 pid: 237 pub: Springer Nature artinfo: ui: 182305526 10.1007/s10964-024-02061-z ppf: 238 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.1MB tig: atl: Intelligence Mindsets Trajectory Profiles among Chinese Elementary School Students: Associations with Changes in Academic Achievement from Grades 4 to 6. aug: au: Qi, Cai Guo, Xiaolin Liu, Chunhui Li, Yue Zhao, Baoxu Bi, Tiantian Luo, Liang affil: https://ror.org/022k4wk35 Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China https://ror.org/04ycpbx82 School of Social Sciences, University of Westminster, London, UK https://ror.org/0170z8493 School of Psychology, Shaanxi Normal University, Xi'an, China https://ror.org/004rbbw49 College of Home Economics (Department of Preschool Education), Hebei Normal University, Shijiazhuang, China https://ror.org/022k4wk35 Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China su: China Intellect Psychology of school children Sex distribution Age distribution Child development Academic achievement Sociodemographic factors Research funding Descriptive statistics Structural equation modeling Longitudinal method sug: subj: Intellect Psychology of school children Sex distribution Age distribution Child development Academic achievement Sociodemographic factors China Research funding Descriptive statistics Structural equation modeling Longitudinal method keyword: Intelligence mindsets Latent class growth analysis Psychology and Cognitive Sciences Psychology Education Specialist Studies In Education Trajectory profiles Intelligence mindsets Latent class growth analysis Psychology and Cognitive Sciences Psychology Education Specialist Studies In Education Trajectory profiles ab: Early adolescence is a critical period for the development of children's intelligence mindsets, which play a significant role in academic achievement. However, existing research predominantly employs variable-centered approaches, which fail to capture individual differences in mindset–achievement relations. This research addresses this gap by adopting a longitudinal person-centered approach to explore the joint developmental trajectories of growth and fixed mindsets among early adolescents. It further explores how these trajectories relate to changes in academic achievement (i.e., the mean of standardized mathematics and Chinese achievement test scores) over 2 years, accounting for intelligence and sociodemographic factors such as age, sex, and family SES. In two five-wave longitudinal studies with 748 (M = 10.23 years, SD = 0.30; 49% girls at T1) and 3258 (M = 10.34 years, SD = 0.37; 49% girls at T1) Chinese elementary school students from grades 4 to 6, four distinct mindset trajectory profiles were identified: Growth (initially high growth but low fixed mindsets), Fixed (initially high fixed but low growth mindsets), Moderate (initially moderate levels in both mindsets), and Both-High (initially high levels in both mindsets). Analysis across both studies revealed that students in the Growth trajectory profile exhibited the most significant improvements in academic achievement 2 years later. Conversely, students in the Both-High trajectory profile experienced the least favorable academic outcomes. These findings highlight the importance of recognizing individual differences in mindset trajectories and their potential impact on academic outcomes. The current research underscores the need for educational interventions that are tailored to different mindset profiles to optimize student development and achievement. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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