成长型心智与大学生学业职业投入机制综述

A Review of the Mechanisms Linking Growth Mindset to Academic and Career Engagement in University Students

摘要: 社会阶层、成长型心智与大学生学业及职业投入的关联是教育心理学领域的研究热点，但现有研究在影响机制的系统性、群体差异及干预实践等方面尚未形成共识。本文基于相关文献，以“社会结构–个体心智–行为投入”为核心分析框架，系统整合社会阶层对大学生成长型心智的塑造路径、成长型心智作用于学业与职业投入的中介机制，以及文化价值观、学校支持等本土情境变量的调节效应。研究提炼出“社会阶层–成长型心智–学业/职业投入”的本土整合性理论模型，揭示：社会阶层通过资源供给、教养方式与文化传递三重路径影响成长型心智形成，成长型心智则通过动机激发、自我效能感提升与认知策略优化驱动学业/职业投入，且这一过程受集体主义价值观、学校支持体系与城乡教育差异的显著调节。该模型为理解中国情境下三者关系提供系统性视角，为教育实践中分层干预提供理论依据。

Abstract: The link between social class, growth mindset, and students’ academic and career engagement is a key focus in educational psychology, yet consensus on the underlying mechanisms, group differences, or interventions is lacking. Using a “social structure-mindset-behavior” framework, this review integrates how social class shapes students’ growth mindset, how this mindset affects academic and career engagement, and the role of local moderators such as cultural values and school support. We propose an integrated model in which social class influences growth mindset through resources, parenting, and culture; growth mindset then boosts engagement by increasing motivation, self-efficacy, and thinking strategies. This process is moderated by collectivist values, school support, and urban-rural educational gaps. The model offers a systematic view of these relationships in the Chinese context and a theoretical basis for tailored educational interventions.