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

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 r...

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Autores principales:	Xin Sun, Shaylene Nancekivell, Susan A. Gelman, Priti Shah
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2021
Materias:	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
Acceso en línea:	https://doaj.org/article/878d4d0c611740cfa12a40fb2f935e79
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spelling	oai:doaj.org-article:878d4d0c611740cfa12a40fb2f935e792021-12-02T16:17:28ZGrowth mindset and academic outcomes: a comparison of US and Chinese students10.1038/s41539-021-00100-z2056-7936https://doaj.org/article/878d4d0c611740cfa12a40fb2f935e792021-07-01T00:00:00Zhttps://doi.org/10.1038/s41539-021-00100-zhttps://doaj.org/toc/2056-7936Abstract 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.Xin SunShaylene NancekivellSusan A. GelmanPriti ShahNature PortfolioarticleSpecial aspects of educationLC8-6691Neurosciences. Biological psychiatry. NeuropsychiatryRC321-571ENnpj Science of Learning, Vol 6, Iss 1, Pp 1-9 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571
spellingShingle	Special aspects of education LC8-6691 Neurosciences. Biological psychiatry. Neuropsychiatry RC321-571 Xin Sun Shaylene Nancekivell Susan A. Gelman Priti Shah Growth mindset and academic outcomes: a comparison of US and Chinese students
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.
format	article
author	Xin Sun Shaylene Nancekivell Susan A. Gelman Priti Shah
author_facet	Xin Sun Shaylene Nancekivell Susan A. Gelman Priti Shah
author_sort	Xin Sun
title	Growth mindset and academic outcomes: a comparison of US and Chinese students
title_short	Growth mindset and academic outcomes: a comparison of US and Chinese students
title_full	Growth mindset and academic outcomes: a comparison of US and Chinese students
title_fullStr	Growth mindset and academic outcomes: a comparison of US and Chinese students
title_full_unstemmed	Growth mindset and academic outcomes: a comparison of US and Chinese students
title_sort	growth mindset and academic outcomes: a comparison of us and chinese students
publisher	Nature Portfolio
publishDate	2021
url	https://doaj.org/article/878d4d0c611740cfa12a40fb2f935e79
work_keys_str_mv	AT xinsun growthmindsetandacademicoutcomesacomparisonofusandchinesestudents AT shaylenenancekivell growthmindsetandacademicoutcomesacomparisonofusandchinesestudents AT susanagelman growthmindsetandacademicoutcomesacomparisonofusandchinesestudents AT pritishah growthmindsetandacademicoutcomesacomparisonofusandchinesestudents
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Growth mindset and academic outcomes: a comparison of US and Chinese students

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