Grit and Academic Self-Efficacy as Serial Mediation in the Relationship Between Growth Mindset and Academic Delay of Gratification: A Cross-Sectional Study

Abstract

Purpose With a growth mindset, individuals focus on the process of growth, actively seek challenges, recognise and accept failures, and apply more effort and monitor themselves to overcome difficulties. Doing so translates into excellent academic performance. However, it has not yet been fully clarified how growth mindset affects academic delay of gratification (ADG) and the mechanisms underlying their interactions. In this study, grit and academic self-efficacy were tested as mediating mechanisms between growth mindset and the ADG using a serial mediation effect model based on self-determination theory (SDT). Methods A cross-sectional design was conducted with 759 Chinese junior high school students using the following tools: Growth Mindset Scale, Short Grit Scale, Academic Self-efficacy Scale, and Academic Delay of Gratification Scale. Hypotheses were tested using structural equation modeling. Results The results showed that: (1) by gender and grade control, growth mindset indicated a positive significance in the prediction of ADG; (2) grit and academic self-efficacy played a mediating role in the influence of a growth mindset on the ADG. Grit and academic self-efficacy also have a serial mediation effect between growth mindset and ADG. Conclusion The results showed that a growth mindset does not only directly affect the ADG but also indirectly affects it through grit and academic self-efficacy. Based on SDT, this study further revealed the potential mechanism of a growth mindset affecting the ADG. Furthermore, it provides practical guidance for the cultivation of ADG for junior high school students.

The Effect of Teacher Support on the Sustainable Online Academic Self-Efficacy of College Students: The Mediating Effect of Academic Procrastination

“…In addition, in terms of intervention pathways for academic self-efficacy, the main interventions have been formulated in terms of confidence, beliefs, emotions, and attitudes, and it is believed that learning psycho-efficacy training [19] and positive emotions [20] can enhance the academic self-efficacy of students. Educational intervention pathways have mainly been formulated in terms of learning methods, learning behaviors, and so on (e.g., teachers guiding learners to enhance their academic self-efficacy) [21,22]. Furthermore, a student's perception of the classroom environment can enhance their academic self-efficacy [23], and the effectiveness of feedback information influences the improvement of academic self-efficacy [24].…”

The impact of a growth mindset on high school students’ learning subjective well-being: the serial mediation role of achievement motivation and grit

“…The “other” aspects, such as family and school environments ( Goswami, 2012 ; Lampropoulou, 2018 ), parents and their parenting styles ( Li R. et al, 2020 ), learning and academic performance ( Liu and Zhang, 2006 ), as well as the personality and emotional experiences ( Ortiz Alvarado et al, 2019 ), are the main focus of current research on the learning subjective well-being of high school students, with less attention paid to the growth mindset of high school students ( King and Trinidad, 2021 ). Furthermore, drawing from existing research evidence and theories, achievement motivation and grit may serve as potential mediating mechanisms between a growth mindset and learning subjective well-being ( Liu et al, 2021 ; Zhao et al, 2022 ). Therefore, this study aims to explore in detail the impact of a growth mindset on the learning subjective well-being of high school students, while examining the mediating role of achievement motivation and grit.…”

“…According to the Social Intuitionist Theory, people use their beliefs to predict and select their own behavior by judging and explaining the objects and phenomena in their environment ( Heider, 1958 ). People who have a growth mindset frequently think that ability develops incrementally, believing that abilities are variable and can be developed ( Dweck, 2006 ; Diao et al, 2020 ; Zhao et al, 2022 ). They will proactively learn to reach their full potential, exhibit bravery in the face of academic difficulties, persevere in the face of setbacks, and choose to put in more effort to achieve their goals ( Zhao et al, 2022 ).…”

“…Second, researchers have investigated factors influencing students’ growth mindset and academic adaptation. For example, Ma et al (2019) found a significant positive correlation between parental autonomy support and a growth mindset, while Zhao et al (2022) revealed significant positive correlations between a growth mindset, future time perspective, and grit…”

The Effect of Growth Mindset on Adolescents’ Meaning in Life: The Roles of Self-Efficacy and Gratitude

“…Previous studies have shown that individuals' implicit thinking is not easily perceived in everyday life, but it has a positive impact on their psychology and behaviour; those who have a growth mindset can recognize their own abilities and are more likely to achieve their goals and appreciate their own significance and value. 65,66 Coping theory suggests that individuals with a high propensity for gratitude are better able to use resources to satisfy their psychological needs, work hard to achieve their goals, believe more strongly in their ability to change their current situation, and easily realize the meaning and value of life when they succeed. 67 Compared with previous studies, this study is innovative because it explored the relationship through a behavioural experimental approach and identified the psychological mechanisms and moderating variables through which growth mindset affects sense of meaning through a cognitive perspective.…”