中国四省学生能力实体观、自我效能与数学成绩的关系研究——基于PISA数据的分析
The Relationship between Fixed Mindsets, Self-Efficacy and Mathematics Achievement in Four Provinces of China—Based on Data Analysis of PISA
摘要: 本研究旨在基于PISA数据中中国四省(北京、上海、浙江、江苏)的学生数据分析能力实体观、自我效能感和数学成绩的关系。研究抽取5%的数据，共604名学生。结果表明：(1) 能力实体观正向预测数学成绩；(2) 能力实体观与自我效能感呈现显著负相关；(3) 自我效能感与数学成绩呈显著正相关；(4) 自我效能感在能力实体观与数学成绩之间起部分中介作用。
Abstract: The purpose of this study was to analyze the relationship between fixed mindsets, self-efficacy, and mathematics achievement based on data from PISA in four provinces and cities in China (Beijing, Shanghai, Zhejiang, and Jiangsu). The study sampled 5% of the PISA data. A total of 604 subjects were included. The results showed that: (1) fixed mindsets positively predicted mathematics achievement; (2) fixed mindsets showed a significant negative correlation with self-efficacy; (3) self-efficacy showed a significant positive correlation with mathematics achievement; and (4) self-efficacy partially mediated the relationship between fixed mindsets and mathematics achieve- ment.
文章引用：苏婷 (2024). 中国四省学生能力实体观、自我效能与数学成绩的关系研究——基于PISA数据的分析. 心理学进展, 14(5), 39-45. https://doi.org/10.12677/ap.2024.145283

参考文献

[1] 付钰, 綦春霞(2023). 师生关系与数学学业成绩的关系研究: 自我效能感与数学焦虑的中介作用. 数学教育学报, 32(1), 25-30.
[2] 赵少勇, 陆璐, 王立君(2020). 学生个体能力观与学习的关系. 中国健康心理学杂志, 28(7), 1112-1117.
[3] Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence. Journal of Experimental Social Psychology, 38, 113-125.[CrossRef] 
[4] Attewell, P., & Domina, T. (2008). Raising the Bar: Curricular Intensity and Academic Performance. Educational Evaluation and Policy Analysis, 30, 51-71.[CrossRef] 
[5] Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-Efficacy: The Exercise of Control. Springer.[CrossRef] 
[6] Beckmann, N., Wood, R. E., Minbashian, A., & Tabernero, C. (2012). Small Group Learning: Do Group Members’ Implicit Theories of Ability Make a Difference? Learning and Individual Differences, 22, 624-631.[CrossRef] 
[7] Burnette, J. L., O’boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-Sets Matter: A Meta-Analytic Review of Implicit Theories and Self-Regulation. Psychological Bulletin, 139, 655.[CrossRef] [PubMed]
[8] Cadinu, M., Maass, A., Frigerio, S., Impagliazzo, L., & Latinotti, S. (2003). Stereotype Threat: The Effect of Expectancy on Performance. European Journal of Social Psychology, 33, 267-285.[CrossRef] 
[9] Costa, A., & Faria, L. (2018). Implicit Theories of Intelligence and Academic Achievement: A Meta-Analytic Review. Frontiers in Psychology, 9, Article 351583.[CrossRef] [PubMed]
[10] Dong, L., Jia, X., & Fei, Y. (2023). How Growth Mindset Influences Mathematics Achievements: A Study of Chinese Middle School Students. Frontiers in Psychology, 14, Article 1148754.[CrossRef] [PubMed]
[11] Dweck, C. S. (1996). Capturing the Dynamic Nature of Personality. Journal of Research in Personality, 30, 348-362.[CrossRef] 
[12] Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
[13] Dweck, C. S., Chiu, C. Y., & Hong, Y. Y. (1995). Implicit Theories and Their Role in Judgments and Reactions: A Word from Two Perspectives. Psychological Inquiry, 6, 267-285.[CrossRef] 
[14] Feldman, D. B., & Kubota, M. (2015). Hope, Self-Efficacy, Optimism, and Academic Achievement: Distinguishing Constructs and Levels of Specificity in Predicting College Grade-Point Average. Learning and Individual Differences, 37, 210-216.[CrossRef] 
[15] Good, C., Rattan, A., & Dweck, C. S. (2012). Why Do Women Opt out? Sense of Belonging and Women’s Representation in Mathematics. Journal of Personality and Social Psychology, 102, 700-717.[CrossRef] [PubMed]
[16] Greene, J. A., Costa, L. J., Robertson, J., Pan, Y., & Deekens, V. M. (2010). Exploring Relations among College Students’ Prior Knowledge, Implicit Theories of Intelligence, and Self-Regulated Learning in a Hypermedia Environment. Computers & Education, 55, 1027-1043.[CrossRef] 
[17] Hsieh, P. H. P., & Schallert, D. L. (2008). Implications from Self-Efficacy and Attribution Theories for an Understanding of Undergraduates’ Motivation in a Foreign Language Course. Contemporary Educational Psychology, 33, 513-532.[CrossRef] 
[18] Huang, X., Zhang, J., & Hudson, L. (2019). Impact of Math Self-Efficacy, Math Anxiety, and Growth Mindset on Math and Science Career Interest for Middle School Students: The Gender Moderating Effect. European Journal of Psychology of Education, 34, 621-640.[CrossRef] 
[19] Hwang, M. H., Choi, H. C., Lee, A., Culver, J. D., & Hutchison, B. (2016). The Relationship between Self-Efficacy and Academic Achievement: A 5-Year Panel Analysis. The Asia-Pacific Education Researcher, 25, 89-98.[CrossRef] 
[20] Komarraju, M., & Nadler, D. (2013). Self-Efficacy and Academic Achievement: Why Do Implicit Beliefs, Goals, and Effort Regulation Matter? Learning and Individual Differences, 25, 67-72.[CrossRef] 
[21] Lee, J., Lee, H. J., & Bong, M. (2022). Boosting Children’s Math Self-Efficacy by Enriching Their Growth Mindsets and Gender-Fair Beliefs. Theory into Practice, 61, 35-48.[CrossRef] 
[22] Leslie, S. J., Cimpian, A., Meyer, M., & Freeland, E. (2015). Expectations of Brilliance Underlie Gender Distributions across Academic Disciplines. Science, 347, 262-265.[CrossRef] [PubMed]
[23] Long, M. C., Conger, D., & Iatarola, P. (2012). Effects of High School Course-Taking on Secondary and Postsecondary Success. American Educational Research Journal, 49, 285-322.[CrossRef] 
[24] Macakova, V., & Wood, C. (2022). The Relationship between Academic Achievement, Self-Efficacy, Implicit Theories and Basic Psychological Needs Satisfaction among University Students. Studies in Higher Education, 47, 259-269.[CrossRef] 
[25] Mouratidis, A., Michou, A., & Vassiou, A. (2017). Adolescents’ Autonomous Functioning and Implicit Theories of Ability as Predictors of Their School Achievement and Week-to-Week Study Regulation and Well-Being. Contemporary Educational Psychology, 48, 56-66.[CrossRef] 
[26] Rose, H., & Betts, J. R. (2004). The Effect of High School Courses on Earnings. Review of Economics and Statistics, 86, 497-513.[CrossRef] 
[27] Wright, S. L., Jenkins-Guarnieri, M. A., & Murdock, J. L. (2013). Career Development among First-Year College Students: College Self-Efficacy, Student Persistence, and Academic Success. Journal of Career Development, 40, 292-310.[CrossRef] 
[28] Yeager, D. S., & Dweck, C. S. (2020). What Can Be Learned from Growth Mindset Controversies? American Psychologist, 75, 1269-1284.[CrossRef] [PubMed]