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Growth mindset in Chinese culture: A meta-analysis.

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Title: Growth mindset in Chinese culture: A meta-analysis.
Authors: Wang, Yuhan1 (AUTHOR), Sun, Xin2 (AUTHOR) sunxin@psych.ubc.ca
Source: Social Psychology of Education. 2025, Vol. 28 Issue 1, p1-23. 23p.
Abstract: Chinese culture emphasizes the role of diligence in learning, and thus such educational values are thought to promote a growth mindset—the belief that one’s intellectual potential can be improved through investing efforts. Yet, some recent studies found mixed or even opposite trends that Chinese students hold a relatively fixed mindset of intelligence and their mindsets yield weak associations with academic outcomes. The current meta-analysis aimed to characterize intelligence mindset beliefs among Chinese individuals by mapping out their level of growth mindset endorsement and its relationship with psycho-educational outcomes. From 42 independent samples and 52,222 participants, Chinese individuals’ mindset ratings were slightly higher than the scale midpoint (d =.33), indicating a relative growth mindset. There was also a small but significant association between a growth mindset and a wide range of outcomes (r =.22). Yet, these associations were only with psychological and motivational outcomes (i.e., self-esteem), primarily probed with self-report measures. Associations with achievement or ability outcomes (probed with behavioral measures) were nearly zero. In sum, these results call for a more nuanced understanding of intelligence mindset and more culturally adaptive theoretical frameworks and strategies to enhance learning motivation and academic performance. [ABSTRACT FROM AUTHOR]
Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Chinese culture emphasizes the role of diligence in learning, and thus such educational values are thought to promote a growth mindset—the belief that one’s intellectual potential can be improved through investing efforts. Yet, some recent studies found mixed or even opposite trends that Chinese students hold a relatively fixed mindset of intelligence and their mindsets yield weak associations with academic outcomes. The current meta-analysis aimed to characterize intelligence mindset beliefs among Chinese individuals by mapping out their level of growth mindset endorsement and its relationship with psycho-educational outcomes. From 42 independent samples and 52,222 participants, Chinese individuals’ mindset ratings were slightly higher than the scale midpoint (d =.33), indicating a relative growth mindset. There was also a small but significant association between a growth mindset and a wide range of outcomes (r =.22). Yet, these associations were only with psychological and motivational outcomes (i.e., self-esteem), primarily probed with self-report measures. Associations with achievement or ability outcomes (probed with behavioral measures) were nearly zero. In sum, these results call for a more nuanced understanding of intelligence mindset and more culturally adaptive theoretical frameworks and strategies to enhance learning motivation and academic performance. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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