Mindsets among Sixth Grade Students and their Correlation with Academic Achievement and School-related Happiness
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Abstract
Background: Mindset Theory has illustrated that people hold either “fixed” (intelligence is static) or “growth” (intelligence can be developed) mindsets and that these views may affect people’s emotions, behaviors, and finally outcomes. Many studies have shown that growth mindset is a positive influence on academic success and happiness. However, little is known about the mindsets among primary school students, and how mindset could affect their academic achievement and happiness.
Objective: The study aimed to determine children’s mindsets and any associations and correlations between mindset and academic achievement, measured by the Ordinary National Educational Test (O-NET), and school-related happiness using a school-related happiness questionnaire among 6th grade students.
Methods: We conducted a cross-sectional analytic study of 6th grade students from December 1st, 2017 - April 30th, 2018. After obtaining informed consent, we collected demographic data, identified mindset, and determined school-related happiness using questionnaires. At the end of the trimester, we collected O-NET scores in 4 subjects (Math, Science, Thai, and English). The results were analyzed by descriptive statistical methods, One-way MANOVA with post hoc analysis, and simple regression analysis.
Results: The total number of participants was 431, which were classified as growth mindset (56%), undecided (38%), and fixed mindset (6%). Growth mindset was significantly associated with higher O-NET scores in all 4 subjects and school-related happiness scores (P<0.05). However, the mindset had low correlation with school-related happiness scores (b 0.529, adjust R2 0.278, p < 0.001), and very low correlation with the total O-NET scores (b 0.173, adjust R2 0.028, p < 0.001). In addition, the mindset had very low correlation with Thai, Math, and Science but wasn’t correlated with English. When controlling other variables, the mindset could predict the total O-NET scores by 3%, and school-related happiness scores by 28%.
Conclusion: Among sixth grade students, growth mindset was the predominant mindset. Growth mindset was associated with higher O-NET scores and school-related happiness scores. However, mindset had low correlation with school-related happiness scores and very low correlation with the total O-NET scores.
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References
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