成就预测思维:青少年学业表现与成长型思维的关系

doi:10.16187/j.cnki.issn1001-4918.2026.04.08

摘要/Abstract

摘要： 在与学习环境的互动中,先前学业经验被认为是塑造青少年成长型思维的重要因素。已有研究大多关注他人基于学业表现对学习者的主观评价(如表扬)的作用,而忽视了客观的学业表现本身对成长型思维的可能影响。研究1采用问卷法,对3571名青少年在五、六、七、八年级时的学业表现及成长型思维进行追踪调查,交叉滞后分析结果发现:先前学业表现对后续成长型思维具有稳定的正向预测作用,且较成长型思维对学业表现的预测作用更为强烈。研究2采用实验法,以95名六年级学生为被试,通过虚拟任务诱发高/低学业表现并检验其对青少年成长型思维的影响。重复测量方差分析结果发现:相比于获得低学业表现,青少年获得高学业表现后成长型思维水平相对更高。上述结果揭示了学业表现对成长型思维的重要预测作用,为理解学业表现对青少年成长型思维的塑造作用提供证据。

关键词: 成长型思维, 学业表现, 青少年早期, 追踪研究, 实验研究

Abstract: In interactions with the learning environment, prior academic performance is considered a crucial factor in shaping a growth mindset in adolescents. Existing research largely focuses on the role of subjective evaluations based on learners’ academic performance by others (such as praise), neglecting the potential impact of objective academic performance itself on growth mindset. Study 1 used a questionnaire to track the academic performance and growth mindset of 3571 adolescents in grades 5, 6, 7, and 8. Cross-lag analysis revealed that prior academic performance had a stable positive predictive effect on subsequent growth mindset, and this effect was stronger than the predictive effect of growth mindset on academic performance. Study 2 used an experimental method with 95 sixth-grade students as participants, inducing high/low academic performance through virtual tasks and examining its impact on adolescents’ growth mindset. Repeated measures ANOVA results showed that adolescents with high academic performance had relatively higher levels of growth mindset compared to those with low academic performance. These results reveal the significant impact of academic performance on growth mindset, providing evidence for understanding the shaping role of academic performance in adolescents’ growth mindset.

Key words: growth mindset, academic performance, early adolescence, longitudinal study, experimental study

中图分类号:

G442

郭筱琳, 李珮瑜, 张艺凡, 罗良. 成就预测思维:青少年学业表现与成长型思维的关系[J]. 心理发展与教育, 2026, 42(4): 536-543.

GUO Xiaolin, LI Peiyu, ZHANG Yifan, LUO Liang. Achievement as a Predictor of Mindset: The Association between Academic Performance and Growth Mindset in Adolescents[J]. Psychological Development and Education, 2026, 42(4): 536-543.

参考文献

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention.Child Development,78(1), 246-263.
Burnette, J. L., Billingsley, J., & Hoyt, C. L. (2022). Harnessing growth mindsets to help individuals flourish.Social and Personality Psychology Compass,16(3), Article e12657. https://doi.org/10.1111/spc3.12657
Cerovac, M., & Keane, T. (2024). Early insights into Piaget’s cognitive development model through the lens of the Technologies curriculum.International Journal of Technology and Design Education,35, 61-81.
Cook, E. (2015). Understanding adolescent shame and pride in a school context: The impact of perceived academic competence and a growth mindset (Unpublished doctorial dissertation). University of Southampton.
Costa, A., & Faria, L. (2018). Implicit Theories of Intelligence and Academic Achievement: A Meta-Analytic Review.Frontiers in Psychology,9, 829.https://doi.org/10.3389/fpsyg.2018.00829
Cury, F., Elliot, A. J., Da Fonseca, D., & Moller, A. C. (2006). The social-cognitive model of achievement motivation and the 2 x 2 achievement goal framework.Journal of Personality and Social Psychology,90(4), 666-679.
De Ruiter, N. M. P., Hollenstein, T., Van Geert, P. L. C., & Kunnen, E. S. (2018). Self-Esteem as a complex dynamic system: Intrinsic and extrinsic microlevel dynamics.Complexity, (1), 4781563. https://doi.org/10.1155/2018/4781563
De Ruiter, N. M. P., & Thomaes, S. (2023). A process model of mindsets: Conceptualizing mindsets of ability as dynamic and socially situated.Psychological Review,130(5), 1326-1338.
De Ruiter, N. M. P., Van Geert, P. L. C., & Kunnen, E. S. (2017). Explaining the “How” ofself-esteem development: The self-organizing self-esteem model. Review of General Psychology,21(1), 49-68.
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Psychology Press.
Dweck, C. S. (2002). The development of ability conceptions. In A. Wigfield & J. S. Eccles (Eds.),Development of achievement motivation (pp. 57-88). Academic Press.
Dweck, C. S., & Yeager, D. S. (2019). Mindsets: Aview from two eras. Perspectives on Psychological Science: A Journal of the Association for Psychological Science,14(3), 481-496.
Fong, C. J., Patall, E. A., Vasquez, A. C., & Stautberg, S. (2019). A meta-analysis of negative feedback on intrinsic motivation. Educational Psychology Review,31(1), 121-162.
Gouëdard, P. (2021). Sky’s the limit: Growth mindset, students, and schools in PISA. PISA2018. OECD Publishing. Retrieved from Education Research Index https://www.proquest.com/reports/skys-limit-growth-mindset-students-schools-pisa/docview/2540424890/se-2
Haimovitz, K., & Dweck, C. S. (2017). The origins of children’s growth and fixed mindsets: New research and a new proposal.Child Development,88(6), 1849-1859.
Halberda, J., Ly, R., Wilmer, J. B., Naiman, D. Q., & Germine, L. (2012). Number sense across the lifespan as revealed by a massive Internet-based sample.Proceedings of the National Academy of Sciences of the United States of America,109(28), 11116-11120.
Hattie, J., & Timperley, H. (2007). The power of feedback.Review of Educational Research,77(1), 81-112.
Hecht, C. A., Yeager, D. S., Dweck, C. S., & Murphy, M. C. (2021). Beliefs, affordances, and adolescent development: Lessons from a decade of growth mindset interventions.Advances in Child Development and Behavior,61, 169-197.
Honicke, T., Broadbent, J., & Fuller-Tyszkiewicz, M. (2023). The self-efficacy and academic performance reciprocal relationship: The influence of task difficulty and baseline achievement on learner trajectory.Higher Education Research & Development,42(8), 1936-1953.
Huang, Z., Wei, X., Lu, R., & Shi, J. (2022). Whether and how can a growth mindset intervention help students in a non-western culture? Evidence from a field experiment in China.Educational Psychology,42(7), 913-929.
Lam, K. K. L., & Zhou, M. (2020). A serial mediation model testing growth mindset, life satisfaction, and perceived distress as predictors of perseverance of effort.Personality and Individual Differences,167, Article e110262. https://doi.org/10.1016/j.paid.2020.110262
Li, K., Zhang, J., Wu, Z., & Zheng, Y. (2023). Intelligence mindset in Chinese children: The role of parental praise and autonomy support.Journal of Applied Developmental Psychology,87, Article e101555. https://doi.org/10.1016/j.appdev.2023.101555
Macnamara, B. N., & Burgoyne, A. P. (2023). Do growth mindset interventions impact students’ academic achievement? A systematic review and meta-analysis with recommendations for best practices.Psychological Bulletin,149(3-4), 133-173.
Nagengast, B., & Marsh, H. W. (2012). Big fish in little ponds aspire more: Mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science.Journal of Educational Psychology,104(4), 1033-1053.
OECD. (2019). PISA 2018 results (Volume III): What school life means for students’ lives. OECD Publishing.
Parada, S., & Verlhiac, J. (2021). Growth mindset intervention among French university students, and its articulation with proactive coping strategies.Educational Psychology,42(3), 354-374.
Paschke, P., Steinmayr, R., Mertens, A., Neubauer, A. B., & Spinath, B. (2025). Re-Examination of the reciprocal relation between intrinsic motivation and competence beliefs in math using the Random-Intercept Cross-Lagged Panel framework.Child Development,96(6), 2201-2220.
Peng, P., & Kievit, R. A. (2020). The Development of Academic Achievement and Cognitive Abilities: A Bidirectional perspective.Child Development Perspectives,14(1), 15-20.
Piaget, J. (1972). Intellectual Evolution from Adolescence to Adulthood.Human Development,15(1), 1-12.https://doi.org/10.1159/000271225
Rege, M., Hanselman, P., Solli, I. F., Dweck, C. S., Ludvigsen, S., Bettinger, E., … Yeager, D. S. (2021). How can we inspire nations of learners? An investigation of growth mindset and challenge-seeking in two countries. American Psychologist,76(5), 755-767.
Sadeghi, J., Jalalian, Z. S., Mousavinejad, M., Bagheri, S., Peyvastegar, M., & Rashidpour, R. (2024). Predicting Growth Mindset: The roles of ambiguity tolerance and competence beliefs in high school students. International Journal of Education and Cognitive Sciences,5(3), 24-31.
Steinberg, L. (2014). Age of opportunity: Lessons from the new science of adolescence. Houghton Mifflin Harcourt.
Stewart, C. O., McConnell, J. R., Stallings, L. A., & Roscoe, R. D. (2017). An Initial Exploration of Students’ Mindsets, Attitudes, and Beliefs About Public Speaking. Communication Research Reports,34(2), 180-185.
Wang, M.-T., Henry, D. A., & Degol, J. L. (2020). A development-in-sociocultural-context perspective on the multiple pathways to youth’s engagement in learning. In A. J. Elliot (Ed.),Advances in motivation science (pp. 113-160). Elsevier Academic Press.
Wang, Q., & Ng, F. F. (2012). Chinese students’ implicit theories of intelligence and school performance: Implications for their approach to schoolwork.Personality and Individual Differences,52(8), 930-935.
Weick, K. E. (1995). Sensemaking in organizations. Sage Publications.
Wolff, F., Wigfield, A., Möller, J., Dicke, A., & Eccles, J. S. (2020). Social, dimensional, and temporal comparisons by students and parents: An investigation of the 2I/E model at the transition from elementary to junior high school. Journal of Educational Psychology,112(8), 1644-1660.
Yan, V. X., & Schuetze, B. A. (2023). What is meant by “growth mindset”? Current theory, measurement practices, and empirical results leave much open to interpretation: Commentary on Macnamara and Burgoyne (2023) and Burnette et al. (2023). Psychological bulletin,149(3-4), 206-219.
Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., … Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature,573(7774), 364-369.
Zheng, L. R., Atherton, O. E., Trzesniewski, K., & Robins, R. W. (2020). Are self-esteem and academic achievement reciprocally related? Findings from a longitudinal study of Mexican-origin youth.Journal of Personality,88(6), 1058-1074.
董奇, 林崇德. (2011). 中国儿童青少年心理发育标准化测验简介. 北京: 科学出版社.
科技工作者社会公众形象调查课题组. (2009). 科技工作者社会公众形象调查报告. 北京: 中国科学技术出版社.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	聂倩, 张大均, 滕召军, 李辞, 孟冉, 范骏, 郭成. “农村高中进城”学生感知的学校氛围和心理素质的变化及其关系:一年的追踪研究[J]. 心理发展与教育, 2025, 41(4): 571-578.
[2]	刘晓婷, 张宁. 青少年早期睡眠问题的发展:性别差异及正性负性情绪的作用[J]. 心理发展与教育, 2024, 40(4): 551-562.
[3]	黄垣成, 袁湫嵋, 辛婷, 李彩娜. 青少年早期学业成就对主观幸福感的影响：自尊和流动性的作用[J]. 心理发展与教育, 2024, 40(3): 384-392.
[4]	辛国刚, 张李斌, 常睿生, 张云运. 青少年早期受欺凌发展轨迹:抑郁、自尊和学业成就的预测作用[J]. 心理发展与教育, 2023, 39(4): 568-579.
[5]	郑显亮, 陈慧萍, 王雪, 鲍振宙. 青少年网络利他行为的发展趋势及社会阶层的影响:一项追踪研究[J]. 心理发展与教育, 2023, 39(3): 333-341.
[6]	张玉平, 董琼, 宋爽, 舒华. 小学低年级儿童的阅读发展轨迹:早期语言认知技能的预测作用[J]. 心理发展与教育, 2023, 39(2): 210-218.
[7]	李小青, 刘银章, 汪玥, 蒋索. 暴力暴露对不同性别青少年早期校园欺凌的影响:基于潜在剖面分析[J]. 心理发展与教育, 2023, 39(2): 255-265.
[8]	蒋索, 丁金琦, 刘艳, 陆元圆, 李小青, 陈静. 青少年早期网络欺凌/受欺凌对睡眠质量的影响:社交焦虑和抑郁情绪的链式中介作用[J]. 心理发展与教育, 2023, 39(1): 85-96.
[9]	赵亚飞, 翟乡平, 张光旭, 梁鑫, 辛素飞. 成长型思维与坚毅的关系:未来时间洞察力和成就动机的链式中介作用[J]. 心理发展与教育, 2022, 38(2): 216-222.
[10]	张潮, 程亚华, 李利平, 范雨婷, 伍新春. 汉语儿童词语结构意识在阅读理解中的预测作用[J]. 心理发展与教育, 2022, 38(2): 236-243.
[11]	周婷娜, 李宜逊, 李虹, 徐钟庚, 张锋, 程亚华. 汉语儿童口语流畅性与阅读理解的关系:一项三年追踪研究[J]. 心理发展与教育, 2021, 37(5): 691-700.
[12]	吴鹏, 张琪, 王杨春子. 父母教养方式与初中生网络受欺负行为的关系:一项追踪研究[J]. 心理发展与教育, 2021, 37(5): 719-726.
[13]	陈子循, 冯映雪, 宋文莉, 刘霞. 亲子分离与青少年同伴侵害和抑郁的关系:一项追踪研究[J]. 心理发展与教育, 2021, 37(3): 429-438.
[14]	张云运, 陈嘉仪, 杨妙, 任萍, 刘思辰. 父母学业参与、父母学业压力与青少年早期的学业投入:有调节的中介模型[J]. 心理发展与教育, 2021, 37(2): 211-221.
[15]	韩瑽瑽, 陈英和, 于晓, 邓之君, 刘静, 侯江文, 林燕燕. 表面相似性对数量关系和相对大小关系理解的影响[J]. 心理发展与教育, 2020, 36(3): 257-264.