The Moderating Effect of Cultural Orientation on the Relationship Between Growth Mindset and Learning Self-Efficacy: A Dimension-Specific Pattern

Building on the theoretical perspectives of mindset theory and cultural orientation framework, this study explores the moderating role of cultural orientation in the relationship between individuals' growth mindset and learning self-efficacy, addressing the contextual dependency of mindset theory. A total of 307 Chinese undergraduates (61% female; age range = 18-22 years) from a university in Hong Kong were recruited for this cross-sectional study. Cultural orientation, growth mindset, and learning self-efficacy were assessed via the Chinese version of the Cultural Values Scale (CVScale), Growth Mindset Inventory (GMI), and Learning Self-Efficacy Scale (LSES), respectively. Linear multiple regression analysis was conducted to examine the hypothesized moderation effects. The results revealed an interesting dimension-specific pattern among the five dimensions of cultural orientation. While one dimension (i.e., long-term orientation) had a positive moderating effect on the relationship between growth mindset and learning self-efficacy, two dimensions (i.e., power distance and uncertainty avoidance) had negative moderating effects on that relationship. The two remaining cultural dimensions (i.e., individualism/collectivism and motivation towards achievement and success) did not exhibit any significant moderating effects. These findings underscore the interplay between a growth mindset, cultural orientation, and learning self-efficacy, emphasizing the influence of cultural factors on the outcomes of mindset interventions. This study highlights the need for culturally tailored educational practices and interventions to maximize the effectiveness of growth mindset theories in diverse contexts.