El papel de la mentalidad de crecimiento en el desempeño de estudiantes de escuela primaria

Ana García Coni; Lucía Belén Saldi; Clara Villarramos; María Laura Andrés; Lorena Canet Juric

doi:10.15517/ap.v36i133.45774

Authors

Ana García Coni Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) – Instituto de Psicología Básica, Aplicada y Tecnología, Universidad Nacional de Mar del Plata, Argentina. Author https://orcid.org/0000-0002-6304-7880
Lucía Belén Saldi Facultad de Psicología, Universidad Nacional de Mar del Plata, Argentina Author https://orcid.org/0000-0002-0219-6145
Clara Villarramos Facultad de Psicología, Universidad Nacional de Mar del Plata, Argentina Author https://orcid.org/0000-0002-3940-2977
María Laura Andrés Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) – Instituto de Psicología Básica, Aplicada y Tecnología, Universidad Nacional de Mar del Plata, Argentina Author https://orcid.org/0000-0003-4398-2043
Lorena Canet Juric Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) – Instituto de Psicología Básica, Aplicada y Tecnología, Universidad Nacional de Mar del Plata, Argentina Author https://orcid.org/0000-0003-4147-4889

DOI:

https://doi.org/10.15517/ap.v36i133.45774

Keywords:

Growth mindset, fixed mindset, school aged children, arithmetics, reading comprehension

Abstract

Objective. The aim of the paper was to study the relation between mindset and reading comprehension and arithmetic performance of 247 students aged 9 to 12 years from two schools in Argentina. Method. Participants were asked to complete a questionnaire based on a Growth Mindset Scale, and standardized tests of reading comprehension and arithmetic calculation. In addition, school grades provided by teachers and social status data provided by parents/caregivers were used. The design was non-experimental and cross-sectional. Results. Hierarchical regression analyzes showed that the higher the growth mindset, the better the school performance, even when controlling for the effect of social status on these variables. The relation of performance with grades was stronger than with standardized tests.