Effects of growth mindset intervention in mental health status in middle school students
Objective:To investigate the relationship between growth mindset and mental health in middle school students,and to explore the intervention effects of growth mindset intervention in different grades and at dif-ferent times after intervention.Methods:Totally 612 middle school students from a certain high school in Xi'an were selected to evaluate their growth mindset and mental health status using the Mental Health Diagnostic Test(MHT)and Implicit Personality Theory Questionnaire(IPT-Q).They were divided into a growth mindset interven-tion group(n=306)and a conventional mental health class group(n=306)using a simple random sampling meth-od.The growth mindset intervention group received an additional 45 minutes of growth mindset class on top of the conventional mental health class.Three factor analysis of variance was used to compare the MHT scores of partici-pants in different grades,groups,and time conditions.Results:There was a negative correlation between IPT-Q scores and MHT scores in middle school students(r=-0.10,P＜0.05).At 4 weeks after intervention,the MHT scores were lower in the growth mindset intervention group than in the conventional mental health class group[(30.8±5.0)vs.(35.9±16.6),P＜0.001].At 4 months after intervention,there was no statistically significant difference in MHT scores between the two groups(P＞0.05).Conclusion:It suggests that growth mindset inter-vention could improve the mental health status of middle school students in the short term.
growth mindsetinterventionmental healthmiddle school students
万方数据
维普
