This study explored the underlying latent structure of items on the Mindset Assessment Profile (MAP) tool, explored whether subgroups of students exist based on the latent structure of MAP items, and tested whether subgroups were differentiated on standardized measures of reading comprehension, vocabulary, and word reading. Participants included 431 fourth-grade students. Confirmatory factor analysis revealed that a three-factor model provided the most parsimonious fit to the data. Results of exploratory finite mixture model analysis with auxiliary regression suggested five classes of students, with the students categorized as growth mindset—high effort profile having the highest observed reading comprehension (M = 451.98 and SD = 38.88) and vocabulary (M = 454.37 and SD = 34.74) scores. By contrast, students categorized as fixed mindset—higher effort had the lowest observed reading comprehension and vocabulary scores. Limitations and directions for future research, and implications for using MAP assessment to inform intervention are discussed.

中文翻译：

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小学生心态评估概况工具的因素结构、概况和并发有效性研究

本研究探讨了心态评估概况 (MAP) 工具上项目的潜在潜在结构，探讨了是否存在基于 MAP 项目潜在结构的学生亚群，并测试了亚群是否在阅读理解、词汇和学习能力的标准化测量方面存在差异。单词阅读。参与者包括 431 名四年级学生。验证性因素分析表明，三因素模型为数据提供了最简约的拟合。具有辅助回归的探索性有限混合模型分析的结果建议了五个班级的学生，学生被归类为成长型心态-高努力概况具有最高观察到的阅读理解（M = 451.98 和 SD = 38.88）和词汇（M = 454.37 和 SD = 34.74) 分数。相比之下，被归类为固定型思维模式的学生——努力程度更高的阅读理解和词汇得分最低。讨论了未来研究的局限性和方向，以及使用 MAP 评估为干预提供信息的影响。