The Mediating Effect of Meta-Cognition, Grit on the Relationship between Growth Mindset and Self-Directed Learning Ability of Middle School Students

The purpose of this study is to investigate the mediating effects of meta-cognition and grit in the relationship between growth mindset and self-directed learning ability in middle school students. For the research, 295 students at Middle School in Busan Metropolitan City were tested for growth mindset, meta-cognition, grit, and self-directed learning ability. Correlation analysis was conducted to investigate the relationship between the variables, and hierarchical multiple regression analysis was conducted to verify the effects of meta-cognition and grit. Studies show that there was a meaningful static correlation between growth mindset, meta-cognitive strategies, grits and self-directed learning ability. In the relationship between growth mindset and self-directed learning, meta-recognition and grit have been proven to have partial mediating effects. The results of these studies suggest that it is necessary to develop growth mindset and educational programs to improve meta-cognition and grit in order to enhance middle school students' self-directed learning skills, and they are meaningful in providing basic data.