중학생의 성장 마인드셋과 학업적 자기효능감, 자기조절학습, 학교적응의 구조적 관계

Abstract

This study aim to explore not only the structural relationships among growth mindset, academic self efficacy, self regulated learning and school adjustment but also the mediating effects of academic self-efficacy and self regulated learning for middle school students. A total of 373 students at S middle school in D city participated, but 348 of them were used for the final analyses in this study. SPSS 26.0 and AMOS 26.0 were used to analyze the descriptive statistic and structural relationships. The results of this study was as follows. First, the growth mindset of participants directly predicted academic self efficacy, self-regulated learning, and school adjustment. Second, the growth-mindset of participants had no indirect effect on school adjustment through academic self efficacy, but the growth mindset had an indirect effect on school adjustment through self-regulated learning. The results suggested that interventions for increasing self-regulated learning based on the personal growth-mindset are important into improve students' school adjustment.