Psychological Development and Education ›› 2019, Vol. 35 ›› Issue (1): 48-56.doi: 10.16187/j.cnki.issn1001-4918.2019.01.06

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Relations between Fixed Mindset and Engagement in Math among High School Students: Roles of Academic Self-efficacy and Negative Academic Emotions

JIANG Shuyang, LIU Rude, ZHEN Rui, HONG Wei, JIN Fangkai   

  1. Institute of Developmental Psychology, Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education(Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing 100875
  • Published:2019-01-30

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Abstract: Previous studies have highlighted the impact of mathematic engagement on math achievement. Among many factors affecting students' mathematic engagement, the role of mindset has been recognized by researchers over the past few years, but little is known about the mediating mechanisms underlying this relation. The current study aimed to investigate the relationship between mindset and engagement in math, and to explore the mediating effect of academic self-efficacy and negative academic emotions. By using the relevant questionnaires, fixed mindset, academic self-efficacy, negative academic emotions (shame and boredom) and mathematic engagement of 1064 high school students were measured. The results revealed that the negative association between fixed mindset and mathematic engagement was mediated by academic self-efficacy and boredom. These findings contribute to complement and extend the understanding of factors affecting students' engagement in math.

Key words: mindset, academic self-efficacy, shame, boredom, mathematic engagement

CLC Number: 

  • G442
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