Objectives: Mindsets are self-beliefs on the changeability of personal qualities which would influence one’s emotional and behavioral responses when encountering challenges. Previous researches had shown the positive effect of a growth mindset on adolescents’ and undergraduate students’ responses in peer conflicts but limited research had been done on elementary students in local school setting and focused on conflicts between two individuals. This experimental study investigated the influence of mindsets of personality (growth mindset versus fixed mindset) on senior primary students’ affect, behavior and cognition towards the offender in hypothetical interpersonal conflicts. Methods: 75 Grade 5 to 6 students (mean age = 10.96, 52% female) were recruited in the study. They were randomly divided into two groups and were shown some brain images, a one-minute video, and were required to complete a comprehension exercise which either promoted a growth or fixed mindset. After the manipulation of mindsets, they were then required to complete a 24-item questionnaire regarding three social conflict scenarios which they may encounter at school. Results: Results showed that students who were manipulated with a growth mindset reported significantly more positive affect, behavior and cognition towards the offender than those who were manipulated with a fixed mindset. Conclusions: Findings implied that a growth mindset could help elementary students overcome social conflicts with more positive affect, behavior and cognition which bring benefits to their psychosocial development. All rights reserved.
|Qualification||Master of Social Sciences|
|Publication status||Published - 2019|
- Alt. title: 思維模式與人際衝突：對冒犯者的情感、行為及看法
- Theses and Dissertations
- Thesis (M.Soc.Sc(Psy))--The Education University of Hong Kong, 2019.