【摘要】 采用化学成长型思维量表、学业焦虑量表、学习动机量表，对长沙某中学368名高一学生展开调查。结果表明：（1）高中生的化学成长型思维可以显著地正向预测学业成绩；（2）学业焦虑和学习动机在高中生化学成长型思维和学业成绩之间起着部分中介作用，高中生的化学成长型思维可以分别经由学业焦虑或学习动机的中介作用进一步影响学业成绩；（3）学业焦虑和学习动机是高中生化学成长型思维预测学业成绩的并行中介变量，并行中介影响差异不显著。研究结果进一步解释了化学成长型思维与学业成绩的内在机制，为未来从化学成长型思维角度提升学生学业成绩提供实证依据。更多还原

【Abstract】 A total of 368 senior high school students were surveyed using the chemical growth mindset scale,academic anxiety scale,and learning motivation scale.The results showed that:(1)The chemical growth mindset of high school students could significantly and positively predict academic performance;(2)Academic anxiety and learning motivation play apartial mediating role in the relationship between chemical growth mindset and academic performance of high school students,and the chemical growth mindset of high school students can further affect academic performance through the mediating effect of academic anxiety or learning motivation,respectively;(3)Academic anxiety and learning motivation are parallel mediating variables for high school students’ growth mindset in chemistry to predict academic performance,and the difference in parallel mediating effects is not significant.The results of this study further explain the internal mechanism of chemical growth mindset and academic performance,and provide an empirical basis for improving students’ academic performance from the perspective of chemical growth mindset in the future.更多还原