Relationship Between Growth Mindset and Academic Performance in High School Students' Chemistry Learning: Parallel Mediating Role of Academic Anxiety and Learning Motivation
ZHU Yu-Yan, JING Yi-Dan*
College of Chemistry and Chemical Engineering, Hunan Normal University, Changsha 410081, China
Abstract A total of 368 senior high school students were surveyed using the chemical growth mindset scale, academic anxiety scale, and learning motivation scale. The results showed that: (1) The chemical growth mindset of high school students could significantly and positively predict academic performance; (2) Academic anxiety and learning motivation play a partial mediating role in the relationship between chemical growth mindset and academic performance of high school students, and the chemical growth mindset of high school students can further affect academic performance through the mediating effect of academic anxiety or learning motivation, respectively; (3) Academic anxiety and learning motivation are parallel mediating variables for high school students' growth mindset in chemistry to predict academic performance, and the difference in parallel mediating effects is not significant. The results of this study further explain the internal mechanism of chemical growth mindset and academic performance, and provide an empirical basis for improving students' academic performance from the perspective of chemical growth mindset in the future.
ZHU Yu-Yan, JING Yi-Dan. Relationship Between Growth Mindset and Academic Performance in High School Students' Chemistry Learning: Parallel Mediating Role of Academic Anxiety and Learning Motivation[J]. Chinese Journal of Chemical Education, 2026, 47(1): 90-97.
