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Guided by the implicit theories of intelligence (ITI) and the cognitive–motivational–relational theory of emotion and coping, the current cross-sectional study aimed to test the effects of students’ incremental view of intelligence (i.e., growth mindset) in coping with academic underachievement and the potential mediating role of the fear of failure (FOF). A total of 444 Chinese undergraduate students, aged 18 to 25 years old ( M = 19.76, SD = 1.48, 53.4% were female), voluntarily completed the paper-and-pencil questionnaire. A partial mediational model showed good fit with the survey data. Growth mindset had a positive direct effect on problem-focused coping (PFC) and a negative effect on FOF. FOF had a positive effect on emotion-focused coping (EFC) but not PFC. The bootstrapping results showed that growth mindset had an indirect negative effect on EFC via FOF. Our findings provide further evidence that ITI can affect different coping styles, specifically in the domain of academic failure. Growth mindset directly promoted remedial coping and prevented disengagement-oriented coping in the context of negative academic outcomes through lessening the fear of subsequent aversive consequences of failure.
Tao et al. (Sat,) studied this question.
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