Author
Lianchun Dong
Bio: Lianchun Dong is an academic researcher from Minzu University of China. The author has co-authored 1 publications.
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TL;DR: The authors examined the relationship of intelligence mindsets to math achievement for primary school students in the Chinese educational context, as well as the mediating function of math self-efficacy and failure beliefs in this relationship.
Abstract: This study examined the relationship of intelligence mindsets to math achievement for primary school students in the Chinese educational context, as well as the mediating function of math self-efficacy and failure beliefs in this relationship. Participants included 466 fifth graders (231 boys and 235 girls) from two Chinese primary schools. Results indicated that boys had significantly higher mean levels of growth mindsets and math self-efficacy than girls, whereas boys had no statistically significant differences to girls on failure beliefs and math grade. Further, intelligence mindsets had a significant positive effect on math achievement, and failure beliefs and math self-efficacy played a full mediating role in the relationship between intelligence mindsets and math achievement. Moreover, intelligence mindsets affected math achievement through the chain mediating role of failure beliefs and math self-efficacy. These above findings contribute to advance our knowledge about the underlying mechanisms through which intelligence mindsets affect math achievement, which are of great significance to students' growth and current educational practice.
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TL;DR: In this article , a review summarizes cultural variations in students' self-reported mindset beliefs, and how culture influences the roles of mindset beliefs in mathematics-learning outcomes, the development of mindset belief, and the effects of mindset interventions, and proposes that future research should consider culture-specific factors in the development and measurement of students' growth mindsets.
Abstract: Students typically have varying beliefs regarding the changeability of their own abilities in mathematics learning. A growth mindset is the belief that mathematics abilities can be developed, whereas a fixed mindset is the belief that mathematics abilities are unchangeable. Recent studies have highlighted that mindset beliefs regarding mathematics learning vary across cultures. This review summarizes cultural variations in students’ self-reported mindset beliefs, and how culture influences the roles of mindset beliefs in mathematics-learning outcomes, the development of mindset beliefs, and the effects of mindset interventions. Finally, we propose that future research should consider culture-specific factors in the development and measurement of students’ growth mindsets.
3 citations
TL;DR: The authors examined the relationship between parents' intelligence mindset and children's math anxiety and the mediating role of parents' failure mindset and evaluations of their child's math performance and found that parents' IQ was not correlated with children's mathematics anxiety.
Abstract: This study aimed to examine the relationship between parents' intelligence mindset and children's math anxiety and the mediating role of parents' failure mindset and evaluations of their child's math performance. A total of 419 Chinese students (196 boys and 223 girls) and their parents were recruited to complete a series of questionnaires on topics such as math anxiety, parent's failure mindset, parent's intelligence mindset, and parents' evaluations of their child's mathematical performance. The results revealed that parents' intelligence mindset was not correlated with children's math anxiety. However, parents' intelligence mindset indirectly predicted children's math anxiety through the chain-mediated role of parents' failure beliefs and parents' evaluations of their child's math performance. Further, sex differences were found through a multigroup analysis, which showed a chain-mediated effect between parents' intelligence mindset and girls' math anxiety.
1 citations
TL;DR: Wang et al. as mentioned in this paper investigated the associations among math self-efficacy, parenting style, and math anxiety in primary school children, and found that rejection was strongly and positively correlated with math anxiety, while emotional warmth was negatively related to math anxiety.
Abstract: The present study aims to investigate the associations among math self-efficacy, parenting style, and math anxiety in primary school children. The sample comprised 400 participants, aged between 10 and 11 years old, from an elementary school in China. Participants completed three self-reported questionnaires on math anxiety, parenting styles and math self-efficacy. The results revealed that rejection was strongly and positively correlated with math anxiety, while emotional warmth was negatively related to math anxiety. Interestingly, math anxiety was found to be related to rejection, with math self-efficacy playing a mediating role in this relationship. Conversely, math self-efficacy played a mediating role in the relationship between parenting styles and math anxiety, while over protection exhibited no significant correlation with math anxiety. The study also showed that gender differences existed in the level of math anxiety and math self-efficacy, with boys exhibiting lower math anxiety and higher math self-efficacy than girls. These results provide important insights into the development and treatment of math anxiety in primary school children. Specifically, parents and educators should focus on enhancing children’s math self-efficacy beliefs, while adopting a parenting style characterized by emotional warmth and low levels of rejection.
TL;DR: In this article , structural equation modeling (SEM) was used to investigate the relations among students' growth mindsets, failure attributions, intrinsic motivation, mathematics self-efficacy, mathematics anxiety and mathematics achievements.
Abstract: It has been suggested that students with growth mindsets are more likely to achieve better mathematics learning results than their counterparts with fixed mindsets. However, inconsistent and some even contradictory results have been reported in recent studies which examined the associations between growth mindset and mathematics achievements, suggesting the complexity regarding the effects of growth mindset on academic achievements.This study aims to examine students' growth mindsets, failure attributions, intrinsic motivation, mathematics self-efficacy, mathematics anxiety and mathematics achievements in one model to capture the sophisticated functioning processes of growth mindset. A total number of 266 middle school students in China participated in this study. Students' mindset and related variables (i.e.,motivations to learn mathematics, attributions of failure in mathematics, mathematics anxiety, mathematics self-efficacy) were measured at year 7, the first year of junior middle school in China. These students' mathematics learning outcomes were tracked from year 7 to year 9, the end of junior middle school. Structural equation modeling (SEM) was used to investigate the relations among students' growth mindsets, failure attributions, intrinsic motivation, mathematics self-efficacy, mathematics anxiety and mathematics achievements.The results show that: (1) growth mindset doesn't directly predict mathematics achievements; (2) growth mindset indirectly influences mathematics achievements through intrinsic motivation; (3) failure attributions and mathematics self-efficacy sequentially mediate the association between growth mindset mathematics achievements; (4) failure attributions and mathematics anxiety sequentially mediate the relationship between growth mindset mathematics achievements.The results of this study contribute a better understanding about how growth mindsets make impacts on middle school students' mathematics achievements. These findings have important implications for mathematics education in that we could not simply cultivate students' growth mindset in schools with expectations of higher mathematics learning outcomes. Instead, along with the growth mindset intervention, it is fundamental to make interventions on students' intrinsic motivation, failure attribution, mathematics self-efficacy, and mathematics anxiety in mathematics teaching and learning.