Applying mindset theory to emotion regulation in mid-adolescent secondary school students: A moderated mediation model

Abstract

Adolescence is developmentally and psychosocially a formative time, marked by significant change and personal struggle for many young people. Past research has found robust associations between fixed mindset and negative affective states, and growth mindset and positive affective states. Indeed, a growth mindset offers young people coping resources to deal with the adversity and struggles they face. Since the school is well-placed as a health-promoting context and an intervention space, this study examines the mediating role of school belonging on the association between growth mindset and emotional regulation in mid-adolescent students and the moderation of the indirect effect of school belonging by gender. To date, no previous study has tested these aims. The present study examined a sample of 6786 South Australian school students (aged 14 - 16 years). School belonging was found to mediate the association between growth mindset and emotion regulation in the present sample while controlling for child-level covariates and socioeconomic status. The current study found no evidence of moderation of this indirect effect by gender. The potential for school belonging to buffer the negative effects of a fixed mindset on school belonging and emotional regulation holds promise for the formulation of school policy and the design and delivery of whole-school and targeted interventions. Keywords: Growth mindset, school belonging, emotion regulation, moderated mediation, school interventions, adolescence, subjective well-being