Do Mindsets Shape Students' Well-Being and Performance?. Issue 8 (17th November 2019)

• Record Type: Journal Article
• Authors: Ortiz Alvarado, Nancy Berenice; Rodríguez Ontiveros, Marisol; Ayala Gaytán, Edgardo Arturo
• Is Part Of: Journal of psychology. Volume 153:Issue 8(2019)
• Page Start: 843
• Page End: 859
• Publication Date: 2019-11-17
• Subjects: Mindset -- growth mindset -- wellbeing -- academic performance; Psychology -- Periodicals; Psychology -- Periodicals; Psychologie; 150
• DOI: 10.1080/00223980.2019.1631141
• Languages: English
• ISSNs: 0022-3980

Abstract

Abstract: "Mindsets (or implicit theories) are people's lay beliefs about the nature of human attributes, such as intelligence or personality". Individuals with a fixed mindset believe that intelligence is an unchangeable trait, whereas those with a growth mindset think of it as a malleable quality that can be increased and developed. This study explored the relationships among growth mindset, wellbeing, and performance in a sample of 1, 240 students from a multi-campus private university located in 18 states across Mexico. Our results indicated that individuals who scored high in growth (vs. fixed) mindset showed increased levels of wellbeing and also performed better in school. Furthermore, we found that wellbeing mediated the relationship between growth mindset and performance and that the effect of growth mindset on grades was higher among younger students. These findings have interesting implications for psychology and education.