Intelligence Mindsets Trajectory Profiles among Chinese Elementary School Students: Associations with Changes in Academic Achievement from Grades 4 to 6

Qi, C., Guo, X., Liu, C., Li, Y., Zhao, B., Bi, T. and Luo, L. 2024. Intelligence Mindsets Trajectory Profiles among Chinese Elementary School Students: Associations with Changes in Academic Achievement from Grades 4 to 6. Journal of Youth and Adolescence. Advanced online publication. https://doi.org/10.1007/s10964-024-02061-z

TitleIntelligence Mindsets Trajectory Profiles among Chinese Elementary School Students: Associations with Changes in Academic Achievement from Grades 4 to 6
TypeJournal article
AuthorsQi, C., Guo, X., Liu, C., Li, Y., Zhao, B., Bi, T. and Luo, L.
AbstractEarly adolescence is a critical period for the development of children's intelligence mindsets, which play a significant role in academic achievement. However, existing research predominantly employs variable-centered approaches, which fail to capture individual differences in mindset-achievement relations. This research addresses this gap by adopting a longitudinal person-centered approach to explore the joint developmental trajectories of growth and fixed mindsets among early adolescents. It further explores how these trajectories relate to changes in academic achievement (i.e., the mean of standardized mathematics and Chinese achievement test scores) over 2 years, accounting for intelligence and sociodemographic factors such as age, sex, and family SES. In two five-wave longitudinal studies with 748 (M  = 10.23 years, SD = 0.30; 49% girls at T1) and 3258 (M  = 10.34 years, SD = 0.37; 49% girls at T1) Chinese elementary school students from grades 4 to 6, four distinct mindset trajectory profiles were identified: Growth (initially high growth but low fixed mindsets), Fixed (initially high fixed but low growth mindsets), Moderate (initially moderate levels in both mindsets), and Both-High (initially high levels in both mindsets). Analysis across both studies revealed that students in the Growth trajectory profile exhibited the most significant improvements in academic achievement 2 years later. Conversely, students in the Both-High trajectory profile experienced the least favorable academic outcomes. These findings highlight the importance of recognizing individual differences in mindset trajectories and their potential impact on academic outcomes. The current research underscores the need for educational interventions that are tailored to different mindset profiles to optimize student development and achievement. [Abstract copyright: © 2024. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.]
KeywordsTrajectory profiles
Intelligence mindsets
Latent class growth analysis
Academic achievement
JournalJournal of Youth and Adolescence
ISSN1573-6601
Year2024
PublisherSpringer Nature
Accepted author manuscript
File Access Level
Open (open metadata and files)
Publisher's version
File Access Level
Open (open metadata and files)
Digital Object Identifier (DOI)https://doi.org/10.1007/s10964-024-02061-z
PubMed ID39080106
Publication dates
Published online30 Jul 2024
Project18ZDA221
FunderMajor Program of National Fund of Philosophy and Social Science of China

Related outputs

Testing the association of growth mindset and grades across a challenging transition: Is growth mindset associated with grades?
Li, Y. and Bates, T.C. 2020. Testing the association of growth mindset and grades across a challenging transition: Is growth mindset associated with grades? Intelligence. 81 101471. https://doi.org/10.1016/j.intell.2020.101471

You can’t change your basic ability, but you work at things, and that’s how we get hard things done: Testing the role of growth mindset on response to setbacks, educational attainment, and cognitive ability
Li, Y. and Bates, T.C. 2019. You can’t change your basic ability, but you work at things, and that’s how we get hard things done: Testing the role of growth mindset on response to setbacks, educational attainment, and cognitive ability. Journal of Experimental Psychology: General. 148 (9), pp. 1640-1655. https://doi.org/10.1037/xge0000669

Permalink - https://westminsterresearch.westminster.ac.uk/item/wvwy2/intelligence-mindsets-trajectory-profiles-among-chinese-elementary-school-students-associations-with-changes-in-academic-achievement-from-grades-4-to-6


Restricted files

Accepted author manuscript

Under embargo until 30 Jul 2025

Share this

Usage statistics

29 total views
9 total downloads
These values cover views and downloads from WestminsterResearch and are for the period from September 2nd 2018, when this repository was created.