The Relationship Between Mindset and Mathematics Engagement Among Pupils: The Mediating Roles of Perceived Academic Control and Expectancy

Abstract

Abstract: The current study aimed to explore the mediating effects of perceived academic control and expectancy on the relationship between mindset and engagement in math context. 743 upper grade pupils from a primary school in Beijing were recruited to complete self-report questionnaires measuring growth mindset, perceived academic control, academic expectancy, and mathematics engagement. The main findings of the study were as following:1) Growth mindset positively correlated with perceived academic control, academic expectancy, and mathematics engagement. 2) Growth mindset had a positive effect on mathematics engagement not only through the direct path, but also through the indirect path of perceived academic control and academic expectancy, as well as the chain mediating path between these two variables.

Key words: mindset, perceived academic control, academic expectancy, mathematics engagement

摘要： 采用数学能力观量表、学业控制感量表、学业期望量表和数学学习投入量表对北京市743名中高年级小学生进行调查，探究小学生能力观、学业控制感、期望和数学学习投入之间的关系。结果发现：能力观、学业控制感、期望和数学学习投入之间均存在显著的正相关；能力观对数学学习投入的直接效应显著；学业控制感、期望在能力观和数学学习投入之间的中介效应均显著；且学业控制感-期望的链式中介作用也显著。

关键词: 能力观, 学业控制感, 期望, 数学学习投入

CLC Number:

B842.3

JIANG Shuyang, LIU Rude, ZHEN Rui, HONG Wei, JIN Fangkai. The Relationship Between Mindset and Mathematics Engagement Among Pupils: The Mediating Roles of Perceived Academic Control and Expectancy[J]. Studies of Psychology and Behavior, 2018, 16(4): 490-496.

蒋舒阳, 刘儒德, 甄瑞, 洪伟, 金芳凯. 小学生能力观对数学学习投入的影响：学业控制感和期望的中介作用[J]. 心理与行为研究, 2018, 16(4): 490-496.

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