ScholarWorks@숙명여자대학교

초록

Adolescents' mindsets and self-efficacy can develop in relation to each other, as both reflect an individual's beliefs about understanding the world and themselves. This study examined the longitudinal relations between fixed mindset and self-efficacy in middle and high school and analyzed how they predict academic achievement. Using data from the fourth year (first year of middle school, collected in 2015) to the ninth year (third year of high school, collected in 2020) of the Gyunggi Education Panel Study (GEPS), an autoregressive cross-lagged analysis was conducted on fixed mindset and self-efficacy (N= 6,314; 49.5% female). The analysis included four models to separately investigate the associations between fixed mindset and self-efficacy-general academic self-efficacy and domain-specific self-efficacy (Korean, English, and mathematics). Final academic achievement (third year of high school) was included in the models. The results revealed that fixed mindset and self-efficacy demonstrated negative reciprocal relations at all time points for general academic self-efficacy, Korean academic self-efficacy, and English academic self-efficacy. In contrast, for mathematics academic self-efficacy, the reciprocal relation between fixed mindset and self- efficacy was not significant during the high school period. Additionally, self-efficacy positively predicted academic achievement in all domains; however, fixed mindset did not significantly predict academic achievement. In the autoregressive cross-lagged models, the paths through which fixed mindset predicted self-efficacy were greater than the opposite paths. These suggest that providing educational support to reduce fixed mindset may be more effective in enhancing self-efficacy.

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