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Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and
Yongfeng Ma1, Chunhua Ma1, Xiaoyu Lan2
1College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China.
Frontiers in Psychology
|January 2, 2023
Summary
Teacher autonomy support benefits adolescent mental health. A growth mindset protects ethnic minority youth from externalizing problems, especially when teacher support is low.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Cross-Cultural Psychology
Background:
- Externalizing problems are prevalent in adolescence.
- Teacher autonomy support and growth mindset are key factors influencing youth behavior.
- Ethnic variations in psychological factors warrant investigation.
Purpose of the Study:
- Investigate the main and interactive effects of teacher autonomy support and growth mindset on adolescent externalizing problems.
- Examine ethnic variations in these relationships among Han and Hui adolescents in China.
Main Methods:
- Survey research involving 704 Han and 642 Hui adolescents.
- Hierarchical linear regression analysis controlling for sociodemographic factors and internalizing problems.
Main Results:
- Teacher autonomy support was negatively related to externalizing problems.
- Growth mindset moderated this relationship, particularly for Hui adolescents.
- A high growth mindset buffered the negative impact of low teacher autonomy support for Hui adolescents.
Conclusions:
- Teacher autonomy support universally benefits youth mental health across ethnic groups.
- Growth mindset plays a protective role, with implications for personalized interventions.
- School-based programs can leverage growth mindset to foster adaptive behaviors.
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