The impact of growth mindset on subjective wellbeing in elementary school students: a moderated mediation model
IntroductionThis study examines the relationship between growth mindset and subjective wellbeing among elementary school students, with a focus on the mediating role of academic self-efficacy and the moderating role of perceived teacher support.MethodsUtilizing the cluster sampling method, a sample...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2025-07-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1595422/full |
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| Summary: | IntroductionThis study examines the relationship between growth mindset and subjective wellbeing among elementary school students, with a focus on the mediating role of academic self-efficacy and the moderating role of perceived teacher support.MethodsUtilizing the cluster sampling method, a sample of 1,740 elementary school students completed measures assessing growth mindset, subjective wellbeing, academic self-efficacy, and perceived teacher support.ResultsThe results show that: (1) growth mindset positively predicts elementary school students' subjective wellbeing; (2) academic self-efficacy partially mediates the association between growth mindset and elementary school students' subjective wellbeing; and (3) perceived teacher support moderates the first stage of the mediation pathway, such that the positive effect of growth mindset on elementary school students' academic self-efficacy is stronger under high levels of perceived teacher support.DiscussionThese findings indicate that growth mindset influences elementary school students' subjective well-being both directly and indirectly through academic self-efficacy. Moreover, the impact of growth mindset on academic self-efficacy is stronger among elementary school students with higher perceived teacher support. |
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| ISSN: | 1664-1078 |