民族本质论对少数民族中学生学业自我效能感的影响：成长型思维的中介作用与干预研究
The Impact of Ethnic Essentialism on Academic Self-Efficacy among Ethnic Minority Middle School Students: The Mediating Role of Growth Mindset and Intervention Effects
摘要: 本研究以云南少数民族初中生为对象，构建“民族本质论–成长型思维–学业自我效能感”中介模型，揭示静态民族观念通过抑制动态思维削弱学业自信的机制。基于心理免疫理论，干预通过重构认知模式缓解结构性劣势的负面影响，通过随机对照实验(N = 57)，发现成长型思维能缓冲民族本质论对学业自我效能感的负面影响，且干预效果具有时间稳定性，为民族地区教育干预提供了理论依据与实践路径。
Abstract: This study examined ethnic minority junior high school students in Yunnan Province, constructing a serial mediation model (“ethnic essentialism→growth mindset→academic self-efficacy”) to elucidate how static ethnic beliefs weaken academic confidence by suppressing dynamic cognitive processes. Through a randomized controlled trial (N = 57), the results demonstrated that growth mindset intervention, while not directly enhancing self-efficacy, mitigated the negative effects of ethnic essentialism. Furthermore, the intervention exhibited temporal stability in its effects, offering theoretical and practical implications for educational interventions in ethnic minority regions.
文章引用：黄秋艳 (2025). 民族本质论对少数民族中学生学业自我效能感的影响：成长型思维的中介作用与干预研究. 心理学进展, 15(5), 433-443. https://doi.org/10.12677/ap.2025.155317

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