Yang Fuyi

This research presents a preliminary validation of the Student Homework Mindset Scale (SHMS) using data from 724 students in seventh and eighth grades. The participants were randomly assigned to two groups: one for conducting exploratory factor analysis (EFA), and the other for confirmatory factor analysis (CFA). Results supported a two‐factor structure: Fixed mindset (viewing ability as innate and unchangeable) and growth mindset (viewing ability as malleable and improvable through effort)—both demonstrating excellent reliability. Latent mean invariance was established across gender and grade level. Consistent with hypotheses, growth mindset was positively associated with homework effort, completion, and mathematics achievement, and negatively associated with homework distraction and procrastination. Conversely, a fixed mindset showed the opposite pattern of associations. These findings provide strong support for the SHMS as a psychometrically sound instrument for assessing students' homework mindset.

The way a student approaches his or her schoolwork has important consequences for learning and academic performance. The objective of the present study was to examine the validity and reliability of the Homework Approach Scale (HAS) in Spanish students in the last cycle of primary education (5th and 6th grade) and the two cycles of compulsory secondary education (7th to 10th grade). The interest of this study lies in the fact that the HAS scale was designed with students from China, but has not been validated in other contexts that may differ culturally, such as Spain. From various schools in northern Spain (Principality of Asturias), 1,024 students participated in the study. The results indicated that the HAS scale for a western population also comprises two factors, a deep approach and a surface approach (to doing homework). The relationship between the two approaches was significant and negative. The HAS structure was invariant for gender and grade. The results confirm the relationships between motivational orientation, study approach, and academic performance, but only partially when we look at the relationship between motivational orientation and study approach. We found that a deep approach, although mainly linked to a motivational orientation towards learning, was also linked to a performance orientation. However, preferential use of a surface approach was only promoted by a performance goal orientation. In conclusion, it seems that being motivated preferentially towards learning is a protective factor against the use of a surface approach when working on homework and a promoter of a deep approach. El modo en que los estudiantes abordan sus tareas escolares tiene importantes consecuencias para el aprendizaje y rendimiento académico. El objetivo del presente estudio fue examinar la validez y fiabilidad de la Homework Approach Scale (HAS) en estudiantes españoles del último ciclo de Educación Primaria (5º y 6º EP) y de los dos ciclos de Educa-ción Secundaria Obligatoria –ESO-(1º a 4º ESO). El interés de este estu-dio radica en que la escala HAS fue diseñada con estudiantes de China, pero no ha sido validada en otros contextos que pueden diferir culturalmente, como España. En el estudio participaron 1.024 alumnos del norte de España (Principado de Asturias). Los resultados indicaron que para una población occidental HAS también identifica dos factores: un enfoque profundo y un enfoque superficial (a la hora de trabajar sobre los deberes). La relación entre ambos enfoques fue significativa y negativa. La estructura HAS fue invariante para género y curso. Los resultados confirman las relaciones entre la orientación motivacional, el enfoque de estudio y el rendimiento académico (aunque sólo parcialmente si observamos la relación entre la orientación motivacional y el enfoque de studio). Encontramos que un enfoque profundo, aunque principalmente vinculado a una orientación motivacional hacia el aprendizaje, también estaba vinculado a una orientación al desempeño. Sin embargo, el uso preferencial de un enfoque superficial sólo fue promovido por una orientación hacia objetivos de desempeño. En conclusión, parece que estar motivado preferentemente hacia el aprendizaje es un factor protector frente al uso de un enfoque superficial a la hora de trabajar en los deberes.

Self-control is essential for individual health and well-being. The relationship between mindfulness and self-control has recently become a central focus of research. However, the dynamics of this relationship in deaf and hearing individuals remain underexplored. This study, based on the Cognitive Behavioral Theory, developed a moderated mediation model to examine the mediating role of inner peace and the moderating role of group type in the mindfulness-self-control relationship. Using a cross-sectional survey design, this study used a sample of 121 deaf and 142 hearing college students. A moderated mediation analysis was conducted based on participants’ responses to the Mindfulness Attention Awareness Scale, Peace of Mind Scale, and Belief Self-Control Scale. The findings indicate a significant positive correlation between mindfulness and self-control across both groups. Inner peace partially mediates the mindfulness-self-control relationship for both groups. However, group type moderates the mindfulness-inner peace-self-control pathway. Specifically, in hearing individuals, mindfulness bolsters self-control by enhancing inner peace, whereas in deaf individuals, this mediation effect is weaker, with their self-control not correlating with increased inner peace. The results reveal that, despite shared psychological mechanisms in mindfulness and self-control between deaf and hearing individuals, the beneficial impact of inner peace on self-control is significantly lower in deaf individuals. This highlights the complex relationship shaped by diverse life experiences, underscoring the need for tailored interventions like mindfulness training to enhance positive emotions and self-control in deaf individuals.

In addition to the two core symptoms of autism spectrum condition (ASC), social communication and restricted repetitive behaviours and interests (RRBI; American Psychiatric Association, 2013), atte...