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More Than Growth Mindset: Individual and Interactive Links Among Socioeconomically Disadvantaged Adolescents’ Ability Mindsets, Metacognitive Skills, and Math Engagement
Author(s) -
Wang MingTe,
Zepeda Cristina D.,
Qin Xu,
Del Toro Juan,
Binning Kevin R.
Publication year - 2021
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.13560
Subject(s) - mindset , metacognition , disadvantaged , psychology , developmental psychology , mathematics education , cognition , philosophy , epistemology , neuroscience , political science , law
This article used self‐regulated learning as a theoretical lens to examine the individual and interactive associations between a growth mindset and metacognition on math engagement for adolescent students from socioeconomically disadvantaged schools. Across three longitudinal studies with 207, 897, and 2,325 11‐ to 15‐year‐old adolescents, students’ beliefs that intelligence is malleable and capable of growth over time only predicted higher math engagement among students possessing the metacognitive skills to reflect upon and be aware of their learning progress. The results suggest that metacognitive skills may be necessary for students to realize their growth mindset. Thus, growth mindsets and metacognitive skills should be promoted together to capitalize on the mutually reinforcing effects of each, especially among students in socioeconomically disadvantaged schools.