ScholarWorks@숙명여자대학교

초록

Although growth mindset-oriented teaching practices are widely promoted, little is known about their long-term effects, particularly when and for whom they matter most. This study examined how growth mindset-oriented teaching practices predicted academic interest and achievement over six years, with particular attention to when and for whom such practices may be more effective. A nationally representative sample of 6853 South Korean students was followed from 7th to 12th grade. Using a random-intercept cross-lagged panel model, this research found that perceived growth mindset-oriented teaching predicted next-year academic interest and achievement. These patterns were especially salient among students facing academic challenges in high school. Findings underscore the potential importance of these practices for supporting student motivation and achievement throughout secondary education.

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