How do students’ mindsets in learning reflect their cultural values and predict academic achievement?

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Abstrakti

Inspired by previous research indicating implicit beliefs about the malleability of human qualities, namely mindset, to affect learning outcomes, this article compares how Chinese and Finnish students’ mindsets and attributions for success reflect their cultural values and predict their academic achievement. The study was conducted in one Chinese (N=705) and two Finnish (N=495) middle schools utilizing Dweck’s mindset inventory, Weiner’s attribution scale and students’ school marks. The results illustrated that both Chinese and Finnish students held a growth mindset, and all identified the nature of intelligence as being more malleable than giftedness. However, Chinese students did not differentiate between intelligence and giftedness as clearly as Finnish students. Both students attributed the cause of their academic achievements to effort and ability, but placed more emphasis on effort. Furthermore, Chinese students’ preference for effort significantly accounted for higher language marks, whereas Finnish students with fixed mindsets about giftedness achieved higher mathematics marks. Cultural interpretation, implications and limitations of the results were discussed.
Alkuperäiskielienglanti
LehtiInternational Journal of Learning, Teaching and Educational Research
Vuosikerta18
Numero5
Sivut111-126
Sivumäärä16
ISSN1694-2493
DOI - pysyväislinkit
TilaJulkaistu - 31 toukokuuta 2019
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

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