Title :	The effects of parent and teacher autonomy : support on adolescents' growth mindset
Material Type:	printed text
Authors:	Chenghong Mao, Author ; Piyanwan Thatasananchalee, Author
Publisher:	Pathum Thani : Shinawatra University
Publication Date:	2025
Pagination:	vii, 88 p.
Size:	30 cm.
Price:	500.00
Languages :	English (eng)
Descriptors:	[LCSH]Adolescents [LCSH]Autonomy Support [LCSH]Growth mindset
Class number:	SIU FoPSY: IS-MS-PSY-2025-04
Abstract:	Adolescents' growth mindset plays an important role in academic and psychological development, as it is a key stage in the psychological and behavioral development of individuals. Although there have been a large number of studies in the West, China's unique educational culture and family environment have made the mechanisms of growth mindset formation unclear, especially the effects of parent and teacher autonomy support on growth mindset and its pathways need to be explored in depth. This study aims to explore the effects of parent and teacher autonomy support, student learning strategies on adolescents' growth mindset, to fill the gaps in related theoretical and empirical studies in the Chinese educational context, and to provide theoretical support and specific strategies for educational practice. The study surveyed secondary school students in two administrative districts in A City, Jiangxi Province, China. Data on parental and teacher autonomy support, student learning strategies and growth mindset were collected through questionnaires. The relationships between the variables were verified using statistical analysis and structural equation modelling. The results showed that the direct impact coefficient of parental autonomy support on growth mindset was 0.42, teacher autonomy support was 0.35 and learning strategies was 0.539, all of which were significant (p < 0.01). In the comprehensive predictive model, SLS (β = 0.491), PAS (β = 0.191) and TAS (β = 0.115) all had a significant positive impact on AGM, and the three factors together explained approximately 49.6% of the variation in AGM. Based on these findings, it is recommended that parents and teachers strengthen their autonomy support, create a positive learning environment, and focus on cultivating students' effective learning strategies to promote growth mindset development. Education policies should be aligned with the "double reduction" initiative to promote the psychological and academic well-being of adolescents.
Record link:	http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29131

The effects of parent and teacher autonomy : support on adolescents' growth mindset [printed text] / Chenghong Mao, Author ; Piyanwan Thatasananchalee, Author . - [S.l.] : Pathum Thani : Shinawatra University, 2025 . - vii, 88 p. ; 30 cm.
500.00
Languages : English (eng)

Descriptors:	[LCSH]Adolescents [LCSH]Autonomy Support [LCSH]Growth mindset
Class number:	SIU FoPSY: IS-MS-PSY-2025-04
Abstract:	Adolescents' growth mindset plays an important role in academic and psychological development, as it is a key stage in the psychological and behavioral development of individuals. Although there have been a large number of studies in the West, China's unique educational culture and family environment have made the mechanisms of growth mindset formation unclear, especially the effects of parent and teacher autonomy support on growth mindset and its pathways need to be explored in depth. This study aims to explore the effects of parent and teacher autonomy support, student learning strategies on adolescents' growth mindset, to fill the gaps in related theoretical and empirical studies in the Chinese educational context, and to provide theoretical support and specific strategies for educational practice. The study surveyed secondary school students in two administrative districts in A City, Jiangxi Province, China. Data on parental and teacher autonomy support, student learning strategies and growth mindset were collected through questionnaires. The relationships between the variables were verified using statistical analysis and structural equation modelling. The results showed that the direct impact coefficient of parental autonomy support on growth mindset was 0.42, teacher autonomy support was 0.35 and learning strategies was 0.539, all of which were significant (p < 0.01). In the comprehensive predictive model, SLS (β = 0.491), PAS (β = 0.191) and TAS (β = 0.115) all had a significant positive impact on AGM, and the three factors together explained approximately 49.6% of the variation in AGM. Based on these findings, it is recommended that parents and teachers strengthen their autonomy support, create a positive learning environment, and focus on cultivating students' effective learning strategies to promote growth mindset development. Education policies should be aligned with the "double reduction" initiative to promote the psychological and academic well-being of adolescents.
Record link:	http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29131