|本期目录/Table of Contents|

[1]徐恩秀,黄丽梅.成长型思维干预对学习动机与成就目标的影响[J].集美大学学报(教育科学版),2025,26(04):83-90.
　XU Enxiu,HUANG Limei.The Impact of Growth Mindset Intervention on Learning Motivation and Achievement Goals[J].Journal of Jimei University(Education Science Edition),2025,26(04):83-90.
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成长型思维干预对学习动机与成就目标的影响(PDF)
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《集美大学学报（教育科学版）》[ISSN:1671-6493/CN:35-1238/U]

卷:
第26卷
期数:
2025年04期
页码:
83-90
栏目:
教育心理研究
出版日期:
2025-08-27

文章信息/Info

Title:
The Impact of Growth Mindset Intervention on Learning Motivation and Achievement Goals
作者:
徐恩秀1; 黄丽梅2
（ 1.集美大学师范学院，福建 厦门 361021；2.厦门海沧华附实验中学,福建 厦门 361026）
Author(s):
XU Enxiu1; HUANG Limei2
(1.Normal College,Jimei University,Xiamen 361021,China;2.Xiamen Haicang Huafu Experimental Middle School,Xiamen 361026,China)
关键词:
成长型思维; 初中生; 学习动机; 成就目标
Keywords:
growth mindset; middle school students; learning motivation; achievement goals
分类号:
-
DOI:
-
文献标志码:
A
摘要:
成长型思维作为一种认为智力可通过努力提升的信念体系，能够促进个体主动投入学习并以掌握知识、发展能力为主要学习目标，对初中生的学习动机和成就目标具有积极影响。采用准实验设计，以厦门某中学454名初二学生为研究对象，随机分为实验组和对照组。实验组接受为期10周的成长型思维培养课程（课堂教学+课后实践），对照组不做干预。通过前后测比较发现：1.实验组的成长型思维水平显著提升；2.内在学习动机（如求知兴趣、能力提升需求）和掌握型成就目标（如知识技能掌握导向）显著增强；3.外部学习动机（如奖励驱动）无显著变化。结果表明系统的成长型思维干预能有效优化初中生的学习心理机制，为基础教育阶段的学习动机培养、学习目标重构提供了实践依据。
Abstract:
Growth mindset—the belief that intelligence can be developed through effort—encourages individuals to actively engage in learning and prioritizes knowledge mastery and skill development,positively influencing middle school students learning motivation and achievement goals.Using a quasi-experimental design,this study examined 454 eighth-grade students from a middle school in Xiamen,China,randomly assigned to an experimental group (10-week growth mindset intervention:classroom instruction + practical exercises) or a control group (no intervention).Pre- and post-test comparisons revealed that:(1) the experimental group demonstrated a significant improvement in growth mindset;(2) intrinsic motivation (e.g.,curiosity,competence-seeking) and mastery-approach goals (e.g.,knowledge/skill acquisition orientation) were significantly enhanced;(3) extrinsic motivation (e.g.,reward-driven behavior) showed no significant change.The findings indicate that systematic growth mindset interventions can effectively optimize students’ learning psychological mechanisms,providing practical evidence for cultivating learning motivation and restructuring learning goals in basic education.

参考文献/References:

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备注/Memo

备注/Memo:
更新日期/Last Update: 2025-09-07