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Growth mindset and academic outcomes: a comparison of US and Chinese students

NPJ science of learning, 2021-07, Vol.6 (1), p.21-21, Article 21 [Peer Reviewed Journal]

The Author(s) 2021. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;The Author(s) 2021 ;ISSN: 2056-7936 ;EISSN: 2056-7936 ;DOI: 10.1038/s41539-021-00100-z ;PMID: 34282154

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  • Title:
    Growth mindset and academic outcomes: a comparison of US and Chinese students
  • Author: Sun, Xin ; Nancekivell, Shaylene ; Gelman, Susan A. ; Shah, Priti
  • Subjects: Asian students ; Cultural differences ; Intelligence ; Motivation ; Students
  • Is Part Of: NPJ science of learning, 2021-07, Vol.6 (1), p.21-21, Article 21
  • Description: Abstract Chinese students are more likely than US students to hold a malleable view of success in school, yet are more likely to hold fixed mindsets about intelligence. We demonstrate that this apparently contradictory pattern of cross-cultural differences holds true across multiple samples and is related to how students conceptualize intelligence and its relationship with academic achievement. Study 1 ( N  > 15,000) confirmed that US students endorsed more growth mindsets than Chinese students. Importantly, US students’ mathematics grades were positively related to growth mindsets with a medium-to-large effect, but for Chinese students, this association was slightly negative. Study 2 conceptually replicated Study 1 findings with US and Chinese college samples, and further discovered that cross-cultural differences in intelligence mindset beliefs corresponded to how students defined intelligence. Together, these studies demonstrated systematic cross-cultural differences in intelligence mindset and suggest that intelligence mindsets are not necessarily associated with academic motivation or success in the same way across cultures.
  • Publisher: London: Nature Publishing Group
  • Language: English
  • Identifier: ISSN: 2056-7936
    EISSN: 2056-7936
    DOI: 10.1038/s41539-021-00100-z
    PMID: 34282154
  • Source: PubMed Central
    ProQuest Central
    DOAJ Directory of Open Access Journals
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