Social mobility in society may moderate the effect of students' growth mindset on the academic gap between high- and low-SES students. When social mobility in a society is high, the presence of a growth mindset can close the SES gap by reducing the adverse SES effect on academic achievement of low-SES students. In contrast, when social mobility in a society is low, the presence of a growth mindset can enlarge the SES gap by benefiting high-SES students. Moreover, the interaction of social mobility, SES, and growth mindset may influence academic performance through two types of possible mediators: attitudes and behaviors. We conducted two studies to investigate these hypothesized relationships. In the first study, data from the PISA 2018 survey of 430,242 students in 59 societies were analyzed using multilevel analyses. A significant 3-way interaction of growth mindset, SES, and social mobility on academic performance was found. For societies with higher social mobility, growth mindset reduced the SES gap in academic performance. For societies with lower social mobility, growth mindset widened the SES gap. In the second study, we collected survey data from 1013 American university students to understand their reasons for effortful academic strivings. Structural Topic Modelling extracted five topical reasons for effortful strivings, and “lack of self-regulation” was found to be a possible variable for mediating the moderation effect of growth mindset on the SES-performance link. The results highlight the interaction effects of societal, family, and personal factors on student’s learning motivation and performance.

Authors:
Hiu Sze Chan, The Chinese University of Hong Kong, Hong Kong
Chi-Yue Chiu, The Chinese University of Hong Kong, Hong Kong

About the Presenter(s)
Ms. Vincci Hiu-Sze Chan is a PhD candidate in Sociology at the Chinese University of Hong Kong and is conducting educational research for several years. Ms. Chan’s research interests include educational inequality, motivation in learning, and culture

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