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Development of the growth mindset scale: the evidence and measurement of Chinese context
To improve the efficiency of 21st century learning and promote achievements, this paper studies the influence of the growth mindset on students and teachers. This study aims to develop the growth mindset scale with the evidence of structural validity, the measurement of direct and indirect effects of the Chinese context. To achieve the research objective, this study investigated 654 participants, including 321 students at different learning stages and 266 teachers from primary and secondary schools. In the investigation, using SPSS 25.0 and Mplus8.3, we conducted exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), structural equation model (SEM), mediation analysis, and one-way ANOVA method to achieve the study aim.
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Declaration of conflicts of interest
The authors declared no conflicts of interest with respect to the authorship or the publication of this article.Corresponding author email
shan_c_s@163.comLead author country
- China
Lead author job role
- PhD Student
Lead author institution
Southwest universityHuman Participants
- Yes
Ethics statement
Compliance with Ethical Standards Conflict of interest The authors declared no conflicts of interest with respect to the authorship or the publication of this article. Ethical Approval All processes performed in studies involving individual participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Informed Consent Informed consent was obtained from all individual participants included in the study.Comments
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