Volume 24, Issue 4 (3-2026)
TB 2026, 24(4): 103-116 |
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Ethics code: https://ir.ut.psyedu.rec/1403.097
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Heidari Y, Hejazi E, Hajhosseini M, Farahani H. Translation and Assessment of the Psychometric Properties of the Growth Mindset Scale among Iranian Students. TB 2026; 24 (4) :103-116
URL: http://tbj.ssu.ac.ir/article-1-3805-en.html
URL: http://tbj.ssu.ac.ir/article-1-3805-en.html
University of Tehran , ehejazi@ut.ac.ir
Abstract: (44 Views)
Introduction: Growth mindset, defined as the belief in the potential for developing one’s abilities, plays a significant role in academic achievement, personal development, and mental health among students. The present study aimed to translate and examine the psychometric properties of the "Growth Mindset" scale developed by Cooper et al. (2020) within a sample of Iranian upper elementary school students. This instrument consists of 14 items assessing various dimensions of the growth mindset construct.
Methods: This correlational descriptive study was conducted on a sample of 434 students in grades 4 to 6 of the second cycle of elementary education during the 2023–2024 academic year in Yazd city. The sampling was conducted using a multi-stage cluster random sampling method. The translation was performed using the back-translation method, followed by psychometric evaluations including item analysis, exploratory and confirmatory factor analyses, and reliability assessment via Cronbach’s alpha.
Results: Item analysis indicated that all items were retained. Exploratory factor analysis identified three main factors (self-views on work ethic, self-assessment and feedback, and self-views on intelligence) explaining a total of 70.46% of the variance. Confirmatory factor analysis showed acceptable fit indices (CFI = 0/921, RMSEA = 0/078, χ2/df = 2/675). The overall alpha coefficient of the scale was reported as 0/70, and the alpha coefficients of the components were 0/69, 0/66 and 0/67 respectively, indicating acceptable reliability.
Conclusion: The translated Growth Mindset tool demonstrated adequate validity and reliability for use with Iranian elementary students in the second cycle and can serve as a foundation for future research on motivation and learning in primary education in Iran.
Methods: This correlational descriptive study was conducted on a sample of 434 students in grades 4 to 6 of the second cycle of elementary education during the 2023–2024 academic year in Yazd city. The sampling was conducted using a multi-stage cluster random sampling method. The translation was performed using the back-translation method, followed by psychometric evaluations including item analysis, exploratory and confirmatory factor analyses, and reliability assessment via Cronbach’s alpha.
Results: Item analysis indicated that all items were retained. Exploratory factor analysis identified three main factors (self-views on work ethic, self-assessment and feedback, and self-views on intelligence) explaining a total of 70.46% of the variance. Confirmatory factor analysis showed acceptable fit indices (CFI = 0/921, RMSEA = 0/078, χ2/df = 2/675). The overall alpha coefficient of the scale was reported as 0/70, and the alpha coefficients of the components were 0/69, 0/66 and 0/67 respectively, indicating acceptable reliability.
Conclusion: The translated Growth Mindset tool demonstrated adequate validity and reliability for use with Iranian elementary students in the second cycle and can serve as a foundation for future research on motivation and learning in primary education in Iran.
Keywords: Growth Mindset, Psychometric Properties, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Elementary Students, Reliability
Type of Study: Research |
Subject:
Psychology
Received: 2025/06/30 | Accepted: 2025/09/13 | Published: 2026/03/1
Received: 2025/06/30 | Accepted: 2025/09/13 | Published: 2026/03/1
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