Modeling Causal Relationships between Academic Mindset (Growth vs. Fixed), Parental Involvement, and Achievement Emotions among Female Secondary School Students in Buraidah City
DOI:
https://doi.org/10.53285/artsep.v7i3.2811Keywords:
Academic Mindsets, Achievement Emotions, Parental Involvement, Causal ModelingAbstract
This study aimed to identify the predominant academic mindsets and achievement emotions among female secondary school students in Buraidah City, and design a causal model explaining the academic mindsets, achievement emotions, and parental involvement interconnection. Dweck’s (1999) Academic Mindset Scale, Al-Sharif’s (2020) Parental Involvement Scale and Pekrun et al.’s (2002) Achievement Emotions Scale were administered to a sample of 450 students. Findings revealed that a growth mindset was predominant among the students, with a rate of 59.2%, followed by a fixed mindset at 8.9%. Pride and enjoyment emotion was the highest at a rate of 65%, followed by anger and boredom at 31.7%, and despair at 22.6%. Shame and anxiety emotion was the least prevalent, at 11.8%. Three direct causal relationship effects were identified: between growth academic mindset and pride and enjoyment emotion; between a fixed academic mindset and the emotion of shame and anxiety; and between school follow-up and parental assistance with academic tasks and a growth academic mindset. Indirect effects indicated a mediated relationship between school follow-up and parental assistance with academic tasks and pride and enjoyment emotion, with a growth academic mindset acting as a mediating variable.
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