The impact of growth mindset on subjective wellbeing in elementary school students: a moderated mediation model

TL;DR

This study explores how a growth mindset affects the happiness of elementary school students, with academic self-efficacy and teacher support playing key roles.

Contribution

The study introduces a moderated mediation model showing how growth mindset influences wellbeing through academic self-efficacy and teacher support.

Findings

Growth mindset positively predicts subjective wellbeing in elementary students.

Academic self-efficacy partially mediates the relationship between growth mindset and wellbeing.

Perceived teacher support strengthens the effect of growth mindset on academic self-efficacy.

Abstract

This study examines the relationship between growth mindset and subjective wellbeing among elementary school students, with a focus on the mediating role of academic self-efficacy and the moderating role of perceived teacher support.

Utilizing the cluster sampling method, a sample of 1,740 elementary school students completed measures assessing growth mindset, subjective wellbeing, academic self-efficacy, and perceived teacher support.

The results show that: (1) growth mindset positively predicts elementary school students' subjective wellbeing; (2) academic self-efficacy partially mediates the association between growth mindset and elementary school students' subjective wellbeing; and (3) perceived teacher support moderates the first stage of the mediation pathway, such that the positive effect of growth mindset on elementary school students' academic self-efficacy is stronger under high levels of perceived teacher support.

These findings indicate that growth mindset influences elementary school students' subjective well-being both directly and indirectly through academic self-efficacy. Moreover, the impact of growth mindset on academic self-efficacy is stronger among elementary school students with higher perceived teacher support.

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