ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1595422
The impact of growth mindset on subjective well-being in elementary school students: A moderated mediation model
Provisionally accepted
- 1Cognition and Human Behavior Key Laboratory, Hunan Normal University, Changsha, Hunan Province, China
- 2Hunan First Normal University, Changsha, Hunan, China
- 3Hunan Mass Media Vocational and Technical College, changsha, China
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This study examines the relationship between growth mindset and subjective well-being among elementary school students, with a focus on the mediating role of academic self-efficacy and the moderating role of perceived teacher support. A sample of 1,740 elementary school students completed measures assessing growth mindset, subjective well-being, academic self-efficacy, and perceived teacher support. The results show that: (1) growth mindset positively predicts elementary school students' subjective well-being; (2) academic self-efficacy partially mediates the association between growth mindset and elementary school students' subjective well-being; and (3) perceived teacher support moderates the first stage of the mediation pathway, such that the positive effect of growth mindset on elementary school students' academic self-efficacy is stronger under high levels of perceived teacher support. These findings indicate that growth mindset influences elementary school students' subjective well-being both directly and indirectly through academic self-efficacy. Moreover, the impact of growth mindset on academic self-efficacy is stronger among elementary school students with higher perceived teacher support.
Keywords: growth mindset, Subjective well-being, Academic self-efficacy, Perceived teacher support, Elementary school students
Received: 18 Mar 2025; Accepted: 18 Jun 2025.
Copyright: © 2025 Peng, Chen, Liang, Shi and Li. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Lingyi Peng, Cognition and Human Behavior Key Laboratory, Hunan Normal University, Changsha, 410000, Hunan Province, China
Zifu Shi, Cognition and Human Behavior Key Laboratory, Hunan Normal University, Changsha, 410000, Hunan Province, China
Qiaoping Li, Hunan Mass Media Vocational and Technical College, changsha, China
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