Introduction: It has been suggested that students with growth mindsets are more likely to achieve better mathematics learning results than their counterparts with fixed mindsets. However, inconsistent and some even contradictory results have been reported in recent studies which examined the associations between growth mindset and mathematics achievements, suggesting the complexity regarding the effects of growth mindset on academic achievements.
Methods: This study aims to examine students' growth mindsets, failure attributions, intrinsic motivation, mathematics self-efficacy, mathematics anxiety and mathematics achievements in one model to capture the sophisticated functioning processes of growth mindset.
This study examined the relationship of intelligence mindsets to math achievement for primary school students in the Chinese educational context, as well as the mediating function of math self-efficacy and failure beliefs in this relationship. Participants included 466 fifth graders (231 boys and 235 girls) from two Chinese primary schools. Results indicated that boys had significantly higher mean levels of growth mindsets and math self-efficacy than girls, whereas boys had no statistically significant differences to girls on failure beliefs and math grade.
View Article and Find Full Text PDFCombined effects of cadmium (Cd) and acid rain on physiological characteristics in Eleocarpus glabripetalus seedlings were investigated under controlled conditions. The single Cd treatment and the combined Cd and acid rain treatment increased growth at low Cd concentrations, while decreased growth and photosynthesis at high Cd concentrations. A low Cd concentration (50 mg kg) combined with different acid rain treatments increased the seedling biomass.
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