Mindsets About Intelligence or Failure? The Mediating Mechanism and Gender Differences in How Teacher Mindsets Influence High School Students’ Everyday Academic Resilience

doi:10.12139/j.1672-0628.2025.02.007

Abstract

Abstract:

This study investigated the relationship between high school students’ perceived teacher mindsets (intelligence and failure mindsets) and their everyday academic resilience, as well as the mediating role of perceived teachers’ classroom behaviors (autonomy support and teacher-student relationships) and the moderating role of students’ gender. The instruments included perceived teacher intelligence and failure mindsets, teacher autonomy support, teacher-student relationships, and everyday academic resilience. The results showed that: 1) Students’ perceived teacher failure-is-debilitating mindset negatively predicted their everyday academic resilience. 2) Perceived teacher classroom behaviors of autonomy support and teacher-student relationships mediated the relationship between perceived teacher failure mindset and everyday academic resilience. 3) The mediating role of perceived teacher classroom behaviors was moderated by students’ gender, as perceived teacher failure-is-debilitating mindset influenced girls’ everyday academic resilience through perceived teacher classroom behaviors.

Key words: high school students, teacher intelligence mindset, teacher failure mindset, classroom behaviors, everyday academic resilience

摘要：

采用问卷法探讨高中生感知教师信念(能力固化观与消极失败观)与日常性学业弹性的关系，以及感知教师课堂行为(自主支持和师生关系)的中介作用和性别的调节作用。测量工具包括感知教师能力固化观与消极失败观量表、感知教师自主支持和师生关系量表，以及日常性学业弹性量表。结果显示：(1)高中生感知教师消极失败观显著负向预测日常性学业弹性；(2)感知教师课堂行为在感知教师消极失败观与日常性学业弹性间起中介作用；(3)感知教师课堂行为的中介效应受性别调节，表现为女生感知的教师消极失败观通过感知教师课堂行为影响其日常性学业弹性。

关键词: 高中生, 教师能力观, 教师失败观, 课堂行为, 日常性学业弹性

Xiaoyu JIA, Qiqing TANG, Ping LI, Jing ZHAO, Weijian LI. Mindsets About Intelligence or Failure? The Mediating Mechanism and Gender Differences in How Teacher Mindsets Influence High School Students’ Everyday Academic Resilience[J]. Studies of Psychology and Behavior, 2025, 23(2): 193-200.

家晓余, 唐琪晴, 李平, 赵晶, 李伟健. 思其智还是虑其败？教师信念影响高中生日常性学业弹性的中介机制及性别差异[J]. 心理与行为研究, 2025, 23(2): 193-200.

Figures/Tables 3

References 0

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变量	男生(M±SD)	女生(M±SD)	1	2	3	4	5
1.年龄	16.11±1.14	16.11±0.78
2.感知教师能力固化观	2.83±1.27	2.61±1.05	0.11**
3.感知教师消极失败观	2.81±1.21	2.53±0.98	0.09**	0.88**
4.感知教师自主支持	3.83±0.69	3.80±0.68	−0.03	−0.33**	−0.33**
5.感知师生关系	3.13±0.51	3.15±0.45	−0.02	−0.31**	−0.34**	0.64**
6.日常性学业弹性	3.51±0.92	3.27±0.94	−0.02	−0.22**	−0.24**	0.40**	0.30**

变量	男生(M±SD)	女生(M±SD)	1	2	3	4	5
1.年龄	16.11±1.14	16.11±0.78
2.感知教师能力固化观	2.83±1.27	2.61±1.05	0.11**
3.感知教师消极失败观	2.81±1.21	2.53±0.98	0.09**	0.88**
4.感知教师自主支持	3.83±0.69	3.80±0.68	−0.03	−0.33**	−0.33**
5.感知师生关系	3.13±0.51	3.15±0.45	−0.02	−0.31**	−0.34**	0.64**
6.日常性学业弹性	3.51±0.92	3.27±0.94	−0.02	−0.22**	−0.24**	0.40**	0.30**

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