The Positive Effects of Growth Mindset on Students’ Intention toward Self-Regulated Learning during the COVID-19 Pandemic: A PLS-SEM Approach

Jiang, Yujun; Liu, Huying; Yao, Yuna; Li, Qiang; Li, Yingji

doi:10.3390/su15032180

Cited by 7 publications

(6 citation statements)

References 77 publications

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“…Partial least squares structural equation modeling requires a two-stage testing process, including measurement model assessment and structural model assessment ( Anderson and Gerbing, 1988 ). The first stage is mainly for the outer model testing, such as the reliability, the convergent validity testing, and the discriminant validity testing of each construct ( Jiang et al, 2023 ). Previous studies suggested that each indicator’s factor loadings must exceed 0.6; each factor’s reliability (CR, Cronbach’s α, and rho-A ) must exceed 0.6; and each factor’s average variance extracted (AVE) must exceed 0.5 ( Fornell and Larcker, 1981 ; Hair et al, 2016 ).…”

Section: Resultsmentioning

confidence: 99%

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How do self-exempt beliefs affect intentions to quit smoking? An exploration of the mediating role of threat appraisal and coping appraisal

Zhang,

Liu,

et al. 2023

Front. Psychol.

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IntroductionNumerous smokers are cognizant of the detrimental effects associated with this habit yet exhibit a persistent reluctance to cease their tobacco consumption. Self-exempt beliefs serve as an obstacle to the cessation of this addictive behavior. This research explored the impact of self-exempt beliefs on the readiness to quit smoking based on the Protection Motivation Theory (PMT) model and the mediating roles of threat appraisal and coping appraisal.MethodsSelf-exempt beliefs, PMT constructs, and the intention to quit smoking constituted the theoretical model. The questionnaires were collected from 488 Chinese adult male smokers based on snowball sampling. Exploratory Factor Analysis (EFA) was used to examine the underlying factor structure of the pre-designed self-exempt beliefs scale. The reliability, validity, path coefficients, and explanatory power of the model were calculated using Partial Least Squares Structural Equation Modeling (PLS-SEM).Results and discussionThe results showed that : (1) three common factors (skeptic beliefs, bulletproof beliefs, and “worth it” beliefs) with a total of 11 items were retained after EFA; (2) skeptic beliefs and “worth it” beliefs had a significantly negative effect on both threat appraisal and coping appraisal, while bulletproof beliefs did not; (3) bulletproof beliefs had a significantly positive direct impact on intention to quit, “worth it” beliefs had a significantly negative direct impact on intention, while skeptic beliefs had no significantly direct impact on intention; (4) threat appraisal and coping appraisal positively and significantly predicted cessation intention; and (5) threat appraisal and coping appraisal, as two main cognitive processes, acted as full mediations between skeptic beliefs and the intention to quit, as complementary partial mediations between “worth it” beliefs and the intention, and as non-mediation between bulletproof beliefs and the intention. Our findings suggest that efforts to undermine or “prevent” these self-exempt beliefs, particularly “worth it” and skeptic beliefs, may be an effective tactic for health communication interventions for quitting smoking.

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Section: Resultsmentioning

confidence: 99%

“…The existence of differences between constructs was evaluated by utilizing the discriminant validity test ( Jiang et al, 2023 ). The Fornell-Larcker criterion matrix ( Hu et al, 2022 ), as illustrated in Table 5 , is a method commonly used to ascertain discriminant validity.…”

Section: Resultsmentioning

confidence: 99%

How do self-exempt beliefs affect intentions to quit smoking? An exploration of the mediating role of threat appraisal and coping appraisal

Zhang,

Liu,

et al. 2023

Front. Psychol.

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“…More recently, in Jiang and collaborators research (Jiang et al, 2023), an extended model of the planned behavior theory was employed, utilizing a PLS-SEM approach to investigate the direct, indirect, mediating, and moderating roles of students' growth mindset in self-regulated learning intention during the COVID-19 pandemic. Their findings affirmed the positive influence of students' growth mindset on this learning process, whether through planned behavioral control, students' learning attitude, or the direct path to self-regulated learning intention.…”

Section: Review Of Literaturementioning

confidence: 99%

Mentoring and metacognition—Interferences and interdependencies

Bocoș,

Mara,

Roman

et al. 2023

J. Infras. Policy. Dev.

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This paper conducts a comparative analysis of mentoring and metacognition in education, unveiling their intricate connections. Both concepts, though seemingly disparate, prove to be interdependent within the educational landscape. The analysis showcases the dynamic interplay between mentoring and metacognition, emphasizing their reciprocal influence. Metacognition, often perceived as self-awareness and introspection, is found to complement the relational and supportive nature of mentoring. Within this context, metacognitive education within mentoring emerges as a vital component. Practical recommendations are offered for effective metacognitive training, highlighting its role in enhancing cognitive and metacognitive skills. Moreover, the paper introduces the concept of a “mentoring scaffolding system.” This system emphasizes mentor-led gradual independence for mentees, facilitating their professional and personal growth. The necessity of fostering a metacognition culture in education is a central theme. Such a culture promotes improved performance and lifelong learning. The paper suggests integrating metacognition into curricula and empowering learners as essential steps toward achieving this culture. In conclusion, this paper advocates for the integration of metacognition into mentoring and education, fostering self-awareness, independence, and adaptability. These attributes are deemed crucial for individuals navigating the challenges of the information age.

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“…The results showed that self-regulated learning was positively associated with both growth mindset and academic motivation, suggesting that promoting self-regulated learning could help cultivate motivational resilience. A study by Jiang et al (2023) [51] examined the relationship between growth mindset, self-regulated learning, and academic achievement in Chinese university students. The findings revealed that both growth mindset and self-regulated learning were positively associated with academic achievement, highlighting the importance of promoting these two factors in supporting students' academic success.…”

Section: Growth Mindset and Self-regulated Learning For Cultivating M...mentioning

confidence: 99%

Promoting Sustainable Learning in the Post-Pandemic Era: Focused on the Role of Motivation, Growth Mindset, Self-Regulated Learning, Well-Being, and Smart Device Utilization

Lee,

Kwon

2023

Sustainability

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The COVID-19 pandemic has brought unprecedented changes to the education system, forcing students to adapt to new ways of learning and increasing their reliance on smart devices. This has raised questions about the impact of smart device utilization on various factors related to student learning, including motivation, growth mindset, self-regulation, and well-being, which we aim to explore. A systematic literature review was conducted for analysis. In particular, it seeks to identify the challenges and opportunities arising from the increased use of smart devices for learning, and to examine the potential impact of smart device use on students’ motivation, mindset, and well-being. This paper examines intrinsic motivation, self-regulation, social cognition, and emotion. Existing research will be utilized to investigate variables related to learning motivation, including cognitive factors and emotions. Finally, this paper will examine the relationship between well-being and academic success and the potential impact of smart device usage on student well-being. In conclusion, to support learning motivation and well-being, it is important for educators to promote a growth mindset and to monitor changes in device use to assess their impact on student outcomes. By taking these actions, educators can help students develop the skills and resilience needed to succeed in these new learning environments and succeed in the future.

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The Positive Effects of Growth Mindset on Students’ Intention toward Self-Regulated Learning during the COVID-19 Pandemic: A PLS-SEM Approach

Cited by 7 publications

References 77 publications

How do self-exempt beliefs affect intentions to quit smoking? An exploration of the mediating role of threat appraisal and coping appraisal

How do self-exempt beliefs affect intentions to quit smoking? An exploration of the mediating role of threat appraisal and coping appraisal

Mentoring and metacognition—Interferences and interdependencies

Promoting Sustainable Learning in the Post-Pandemic Era: Focused on the Role of Motivation, Growth Mindset, Self-Regulated Learning, Well-Being, and Smart Device Utilization

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