相信社会地位可以改变，与成绩的关联在优势学生中更强

英文标题/原题

Believing social status can change is more strongly tied to achievement among advantaged students

作者

刘康; 杨晓娟

通讯作者

刘康

研究方向

教育心理；成长型思维与教育不平等

关键词

growth mindset; social mobility beliefs; socioeconomic status; PISA; preregistration

投稿/发表信息

发表期刊/目标

Learning and Individual Differences

投稿/成果状态

投稿中

投稿日期

2026-10-21

发表日期

-

原地址/投稿系统地址

https://www.editorialmanager.com/LEAIND/

期刊与检索情况

检索情况

IF 9.7、CiteScore 6.7（官网，2026-10-21 查看）；分区未核实

摘要/说明

Growth mindset research often assumes that believing one's attributes can change helps disadvantaged students most, and that this benefit depends on chances of upward mobility. We tested both assumptions in a preregistered analysis of PISA 2025, which asked students whether their social status can change (498,733 students, 79 education systems). Beliefs that intelligence and social status can change were moderately correlated (r = 0.33), and each was associated with achievement. Contrary to our prediction, the status-belief association was stronger among advantaged students: in mathematics it was 74% larger one standard deviation above than one below mean socioeconomic status, with low between-system heterogeneity. We found no evidence that either association varied with national intergenerational educational mobility. Post hoc minimum-effect tests rejected positive moderation of the previously reported size in PISA 2025 and 2018, as did a PISA 2022 holdout analysis registered before belief–achievement associations were examined (487,633 students, 73 systems).

基金信息

无

论文备注

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