One consistent impediment to college students' performance in statistics courses is statistics anxiety. However, people who endorse intelligence growth mindsets report lower statistics anxiety and achieve higher grades. We examined whether adopting a self-compassion growth mindset was an antecedent to an intelligence growth mindset, reduced statistics anxiety, and ultimately, lead to better grades. Ninety undergraduate students who took an Introductory Research Methods and Statistics course at a mid-south university reported their implicit theories of self-compassion and intelligence, statistics anxiety, and demographic information twice during the semester. Final grade percentages were obtained directly from the course instructor after the semester concluded. The results demonstrated a serial indirect effect of self-compassion growth mindset affecting the final grade received, first through intelligence growth mindset and then through statistics anxiety. Alternative serial indirect effect models were conducted, but none were significant. Implications of these results for the broader implicit theories, statistics anxiety literature, and education were discussed.

大学生在统计课程中表现的一个一贯障碍是统计焦虑。然而，支持智力增长心态的人报告称，统计焦虑较低并取得更高的成绩。我们研究了采用自我同情的成长心态是否是智力成长心态的前身，减少统计焦虑，并最终导致更好的成绩。在中南大学学习研究方法和统计学入门课程的 90 名本科生在本学期两次报告了他们关于自我同情和智力、统计焦虑和人口统计信息的内隐理论。学期结束后，最终成绩百分比直接从课程讲师处获得。结果表明，自我慈悲成长心态对最终成绩的影响有一系列间接影响，首先是通过智力增长心态，然后是统计焦虑。进行了替代系列间接效应模型，但没有一个是显着的。讨论了这些结果对更广泛的内隐理论、统计焦虑文献和教育的影响。