The Effect Of Beliefs About Ability On The Explanatory Styles Of Junior School Students

Explanatory style is an individual’s habitual interpretation of life events.Previous studies have shown that beliefs about ability may be one of the influencing factors of explanatory style.Beliefs about ability are the personal implicit theory of ability,including growth mindset and fixed mindset.Growth mindset may promote the formation of optimistic explanation style.However,there is a lack of research on how beliefs about ability affect explanatory style.Adolescence is a key stage of physical,mental and cognitive development.Early adolescence is not only an important period for the formation of ability,but also an important period for the development of beliefs about ability and explanatory style.This study explored the influence mechanism of beliefs about ability on explanatory style of junior high school students.In the study,888 junior high school students were surveyed based on questionnaire method to investigate the influence of beliefs about ability on explanatory style,the mediating effect of core self-evaluation and the moderating effect of social comparison orientation.The findings were as follows:(1)Beliefs about ability are significantly positively correlated with explanatory styles,core self-evaluation is significantly positively correlated with explanatory style,beliefs about ability are significantly positively correlated with core self-evaluation.(2)Core selfevaluation plays a part of the mediating role between beliefs about ability and explanatory style.(3)The mediation of core self-evaluation between beliefs about ability and explanatory styles was moderated by social comparison orientation.This study explains the influence mechanism of beliefs about ability on explanatory style,emphasizing the important role of core self-evaluation and social comparison orientation.This study enriches the theoretical research results of explanatory style,proposes a new integrated model and provides some suggestions for adolescents’ mental health education from the perspective of positive psychology.