Development of the growth mindset scale: evidence of structural validity, measurement model, direct and indirect effects in Chinese samples

To improve the efficiency of learning and promote achievements, the current paper explores the correlation of the growth mindset to students and teachers. This study aims to develop the growth mindset scale with the evidence of structural validity, measurement of direct and indirect effects in Chinese samples. To achieve the research objective, this study investigates 654 participants, including 321 students at different learning stages and 266 teachers from primary and secondary schools. In the investigation, using SPSS 25.0 and Amos 24.0 software, we conduct exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), structural equation model (SEM), mediation analysis, and one-way ANOVA method with Welch’s test to achieve the study aim. The analysis of effect presents that challenge, adversity, attitude, motivation, grit and a positive mindset are all important to the growth mindset. In conclusion, the results show that: (1) the growth mindset scale was successfully constructed, developed and validated by the SEM; (2) measurement model, direct and indirect effects were confirmed; (3) growth mindset is positively correlated with age (and learning stage). It also indicates the importance of cultivating the growth mindset for students and teachers. The other possibilities, limitations and implications are also discussed.