Psychological Development and Education ›› 2022, Vol. 38 ›› Issue (2): 216-222.doi: 10.16187/j.cnki.issn1001-4918.2022.02.08

Previous Articles     Next Articles

The Relationship between Growth Mindset and Grit: Serial Mediation Effects of the Future Time Perspective and Achievement Motivation

ZHAO Yafei1, ZHAI Xiangping1,2, ZHANG Guangxu1, LIANG Xin1, XIN Sufei1   

  1. 1. School of Education Science, Ludong University, Yantai 264025;
    2. Department of Psychology, Liaocheng Fourth People's Hospital, Liaocheng 252000
  • Published:2022-03-24

Abstract: In this study, we aimed at exploring whether future time perspective and achievement motivation could mediate the association between growth mindset and college students' grit. We used the Growth Mindset Scale, Future Time Perspective Questionnaire, Grit-12 and Achievement Motivation Scale to survey 548 college students from 2 universities in Shandong Province. The results indicated that:(1) there is a significant positive correlation between future time perspective, growth mindset, girt and achievement motivation; (2) the growth mindset could exert effects on girt indirectly not only through future time perception and achievement motivation solely, but also through the chain mediating effect of future time perception and achievement motivation.

Key words: growth mindset, future time perspective, achievement motivation, grit, serial mediation

CLC Number: 

  • B844
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.
Boniwell, I., Osin, E., & Sircova, A. (2014). Introducing time perspective coaching:A new approach to improve time management and enhance well-being.International Journal of Evidence Based Coaching and Mentoring, 12(2), 24-40.
Datu, J. A. D., Valdez, J. P. M., & King, R. B. (2016). Perseverance counts but consistency does not! Validating the short grit scale in a collectivist setting.Current Psychology, 35(1), 121-130.
Duckworth, A. L., & Eskreis-Winkler, L. (2013). Ture grit.The Observer, 26(4), 1-3.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit:Perseverance and passion for long-term goals.Journal of Personality and Social Psychology, 92(6), 1087-1101.
Dweck, C. S. (2006).Mindset:The New Psychology of Success. New York, NY:Random House.
Hill, P. L., Burrow, A. L., & Bronk, K. C. (2016). Persevering with positivity and purpose:An examination of purpose commitment and positive affect as predictors of grit.Journal of Happiness Studies, 17, 257-269.
Husman, J., & Lens, W. (1997). The role of the future in student motivation.Educational Psychology, 34(2), 113-125.
Locke, E. A. (1968). Toward a theory of task motivation and incentives.Organizational Behavior & Human Performance, 3(2), 157-189.
McInerney, D. M. (2004). A discussion future time perspective.Educational Psychology Review, 16(2), 141-151.
Myers, C. A., Wang, C., Black, J. M., Bugescu, N., & Hoeft, F. (2016). The matter of motivation:Striatal resting-state connectivity is dissociable between grit and growth mindset.Social Cognitive and Affective Neuroscience, 11(10), 1521-1527.
Park, D., Tsukayama, E., Yu, A., & Duckworth, A. L. (2020). The development of grit and growth mindset during adolescence.Journal of Experimental Child Psychology, 198, 104889.https://doi.org/10.1016/j.jecp.2020.104889
Park, D., Yu, A., Baelen, R. N., Tsukayama, E., & Duckworth, A. L. (2018). Fostering grit:Perceived school goal-structure predicts growth in grit and grades.Contemporary Educational Psychology, 55, 120-128.
Perkins-Gough, D. (2013). The significance of grit:A conversation with Angela Lee Duckworth.Educational Leadership, 71(1), 14-20.
Reraki, M., Celik, I., & Saricam, H. (2015). Grit as a mediator of the relationship between motivation and academic achievement.Ozean Journal of Social Science, 8(1), 19-32.
Schunk, D. H. (1989). Self-efficacy and achievement behaviors.Educational Psychology Review, 1(3), 173-208.
Simons, J., Vansteenkiste, M., Lens, W., & Lacante, M. (2004). Placing motivation and future time perspective theory in a temporal perspective.Educational Psychology Review, 16(2), 121-139.
Stanescu, D. F., & Madalina, I. A. (2015). An exploratory study regarding the relations between time perspective, achievement motivation and self-regulation.Management Dynamics in the Knowledge Economy Journal, 3(1), 7-24.
Tucker-Drob, E. M., Briley, D. A., Engelhardt, L. E., Mann, F. D., & Harden, K. P. (2016). Genetically-mediated associations between measures of childhood character and academic achievement.Journal of Personality and Social Psychology, 111, 790-815.
Vela, J. C., Lu, M. T. P., Lenz, A. S., & Hinojosa, K. (2015). Positive psychology and familial factors as predictors of Latina/o students' psychological grit. Hispanic Journal of Behavioral Sciences, 37(3), 287-303.
Wang, S., Dai, J., Li, J. G., Wang, X., Chen, T. L., Yang, X., … Gong, Q. Y. (2018). Neuroanatomical correlates of grit:Growth mindset mediates the association between gray matter structure and trait grit in late adolescence. Human Brain Mapping, 39(4), 1688-1699.
West, M. R., Kraft, M. A., Finn, A. S., Martin, R. E., Duckworth, A. L., Gabrieli, C. F. O., & Gabrie-li, J. D. E. (2016). Promise and paradox:Measuring students' non-cognitive skills and the impact of schooling. Educational Evaluation & Policy Analysis, 38(1), 148-170.
Zhao, Y. K., Niu, G. F., Hou, H. C., Zeng, G., Xu, L. Y., Peng, K. P., & Yu, F. (2018). From growth mindset to grit in Chinese schools:The mediating roles of learning motivations.Frontiers in Psychology, 9, 2007.https://doi.org/10.3389/fpsyg.2018.02007
杜刚, 吕厚超. (2017). 青少年未来时间洞察力和学业成绩的关系:时间管理倾向的中介作用. 心理科学, 40(1), 96-102.
杜帅领, 朱艳丽. (2020). 农村中学生坚毅人格与学业成就的关系:学业拖延的完全中介效应. 心理技术与应用, 8(1), 9-16.
范文淑. (2017). 大学生未来时间洞察力与拖延行为的关系:自尊、成就动机的中介效应(硕士学位论文). 四川师范大学, 成都.
高斌, 戴正清. (2019). 高中生未来时间洞察力与专业决策自我效能的关系:时间管理倾向的中介作用. 心理研究, 12(4), 371-378.
官群, 薛琳, 吕婷婷. (2015). 坚毅和刻意训练与中国大学生英语成就的关系. 中国特殊教育, (12), 78-82.
蒋虹, 吕厚超. (2017). 青少年未来时间洞察力与学业成绩的关系:坚韧性的中介作用. 心理发展与教育, 33(3), 321-327.
蒋文, 蒋奖, 杜晓鹏, 古典, 孙颖. (2018). 坚毅人格与学业成就的关系:学习投入的中介作用. 中国特殊教育, (4), 91-96.
金哲洙. (2011). 未来时间洞察力与成就目标研究状况及趋势评价. 重庆大学学报(社会科学版), 17(1), 116-120.
刘百里, 蔡笑岳. (2011). 中小学教师内隐智力稳定信念与成就动机水平的相关研究. 教育导刊, (6), 34-38.
马晓羽. (2014). 大学生未来时间洞察力对学业效能与成就动机关系的影响(硕士学位论文). 吉林大学, 长春.
庞雪, 吕厚超, 华生旭. (2014). 延迟满足:基于未来时间洞察力的自我调节. 心理科学, 37(1), 78-82.
宋其争. (2004). 大学生未来时间洞察力的理论和实证研究(博士学位论文). 西南师范大学,重庆.
田茜, 范秀珍, 吕菲, 孟珠. (2011). 大专护生逆境商与未来时间洞察力及成就动机的关系研究. 护理学杂志, 26(5), 7-10.
魏怡, 胡军生. (2017). 坚毅性人格:概念结构、影响因素及作用结果. 心理技术与应用, 5(1), 52-61.
文敏, 甘怡群, 蒋海飞, 杜婉婉, 杨向荣, 陈怡廷, … 龚新玲. (2014). 成就动机与学业倦怠、学业投入:未来取向应对的纵向中介作用. 北京大学学报(自然科学版), 50(2), 388-396.
杨丹, 梁三才, 吴海梅. (2016). 大学生成就动机与学习倦怠的关系:希望的中介作用. 中国健康心理学杂志, 24(2), 255-259.
叶仁敏, Hagtvet, K. A. (1992). 成就动机的测量与分析. 心理发展与教育, (2), 16-18.
张锋, 张焕, 安梦斐, 孙真真. (2016). 中学生的未来时间洞察力、时间管理自我监控和学业成绩的关系. 心理科学, 39(4), 900-906.
赵忠宇. (2006). 大学生时间洞察力与成就动机的关系研究(硕士学位论文). 吉林大学, 长春.
钟慧. (2003). 大学生时间管理倾向与成就动机的相关研究. 心理科学, 26(4), 747-749.
[1] LI Ming, SHANG Xinhua, FANG Xiaoyi, JI Wenguang. From Parental Educational Involvement to Students’ Achievement: A Serial Mediation Model of Parental Autonomy Support and Self-regulation Learning Potential [J]. Psychological Development and Education, 2022, 38(6): 839-847.
[2] LI Ting, ZHANG Youwen, LI Yueyi, HUANG Zheng. Intergenerational Transmission of Grit: The Mediation Effect of Parenting [J]. Psychological Development and Education, 2022, 38(2): 207-215.
[3] YANG Xiujuan, FAN Cuiying, ZHOU Zongkui, LIU Qingqi, LIAN Shuailei. The Relationship Between Mindfulness and Mobile Phone Addiction Tendency: The Roles of Boredom Proneness and Future Time Perspective [J]. Psychological Development and Education, 2021, 37(3): 419-428.
[4] XIN Sufei, WANG Yixin. A Cross-Temporal Meta-analysis of Changes in Chinese College Students' Achievement Motivation During 1999~2014 [J]. Psychological Development and Education, 2019, 35(3): 288-294.
[5] LIU Jirong, WANG Quanquan. Stressful Life Events and the Development of Integrity of Rural-to-Urban Migrant Children: The Moderating Role of Social Support and Beliefs about Adversity [J]. Psychological Development and Education, 2018, 34(5): 548-557.
[6] WANG Qi, YU Guoliang. The Effect of Stereotype Threat on Achievement Motivation of Teenagers with Learning Disability [J]. Psychological Development and Education, 2017, 33(4): 425-432.
[7] LUO Yijun, KONG Fanchang, NIU Gengfeng, ZHOU Zongkui. The Relationship between Stressful Events and Junior High School Students' Depression: The Role of Motives for Internet Use and Internet Use Intensity [J]. Psychological Development and Education, 2017, 33(3): 337-344.
[8] JIANG Hong, LYU Houchao. Adolescent's Future Time Perspective and Academic Achievement: The Mediating Role of Grit [J]. Psychological Development and Education, 2017, 33(3): 321-327.
[9] LENG Jing, LIU Weizhen, HOU Dongmin, SI Jiwei. The Effect of Implicit Career-gender Stereotype and Information Integrity on Process of Career Decision Making in College Students [J]. Psychological Development and Education, 2017, 33(3): 282-288.
[10] ZHANG Ye, LIU Qinxue, LONG Zhou, AI Ting. The Relationship Between College Students' Trait Anxiety and Internet Addiction: A Moderated Mediation Model [J]. Psychological Development and Education, 2016, 32(6): 745-752.
[11] WU Jieqing, DONG Yongyan, XIONG Junmei, CAO Yu. The Mediating Role of Achievement Motivation between College Students' Proactive Personality and Career Adaptability and Its Gender Differences [J]. Psychological Development and Education, 2016, 32(5): 547-556.
[12] LI Dong-ping, ZHANG Wei, LI Ni-ni, MAI Yu-jiao, YU Miao-zi. Future Time Perspective, Goal Orientation, Social Connectedness and Undergraduates’ Academic Adjustment [J]. Psychological Development and Education, 2008, 24(1): 60-65.
[13] WANG Pei, YANG Jin-hua. The Relationship of Decision-making and Self-respect, the Achievement Motivation of College Students [J]. Psychological Development and Education, 2006, 22(1): 52-57.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
No Suggested Reading articles found!