This article used self-regulated learning as a theoretical lens to examine the individual and interactive associations between a growth mindset and metacognition on math engagement for adolescent students from socioeconomically disadvantaged schools. Across three longitudinal studies with 207, 897, and 2,325 11- to 15-year-old adolescents, students’ beliefs that intelligence is malleable and capable of growth over time only predicted higher math engagement among students possessing the metacognitive skills to reflect upon and be aware of their learning progress. The results suggest that metacognitive skills may be necessary for students to realize their growth mindset. Thus, growth mindsets and metacognitive skills should be promoted together to capitalize on the mutually reinforcing effects of each, especially among students in socioeconomically disadvantaged schools.

中文翻译：

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不仅仅是成长心态：社会经济弱势青少年的能力心态、元认知技能和数学参与之间的个人和互动联系

本文使用自我调节学习作为理论视角，研究成长心态与社会经济弱势学校青少年学生数学参与的元认知之间的个体和互动关联。在对 207、897 和 2,325 名 11 至 15 岁青少年进行的三项纵向研究中，学生认为智力具有可塑性且能够随着时间的推移而增长的信念仅预测了具有元认知技能的学生的数学参与度更高了解他们的学习进度。结果表明，元认知技能可能是学生实现成长心态所必需的。因此，成长心态和元认知技能应该一起推广，以利用两者的相辅相成的效果，