Mindsets of ability (i.e., "fixed" and "growth" mindsets) play a pivotal role in students' academic trajectories. However, relatively little is known about the mechanisms underlying mindset development. Identifying these mechanisms is vital for understanding, and potentially influencing, how mindsets emerge and change over time. In this article, we formulate a comprehensive theoretical model that purports to account for the emergence and development of ability mindsets: the process model of mindsets (PMM). The PMM is rooted in complex dynamic systems and enactive perspectives, which allow for conceptualizing psychological phenomena as dynamic and socially situated. The PMM accounts for how mindset-related behaviors, action tendencies, beliefs, and social interactions can become codependent and robust over time. We discuss how the model helps to further our understanding of the efficacy of mindset interventions and the heterogeneity thereof. The PMM has a broad explanatory scope, is generative, and paves the way for future process studies of mindsets and mindset interventions. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

中文翻译：

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心态的过程模型：将能力心态概念化为动态和社会情境。

能力心态（即“固定”和“成长”心态）在学生的学业轨迹中发挥着关键作用。然而，人们对思维发展背后的机制知之甚少。识别这些机制对于理解并可能影响思维方式如何随着时间的推移而出现和变化至关重要。在本文中，我们制定了一个旨在解释能力心态的出现和发展的综合理论模型：心态过程模型（PMM）。PMM 植根于复杂的动态系统和活跃的视角，允许将心理现象概念化为动态的和社会情境的。PMM 解释了与心态相关的行为、行动倾向、信念和社交互动如何随着时间的推移变得相互依赖和强大。我们讨论该模型如何帮助我们进一步了解心态干预的有效性及其异质性。PMM 具有广泛的解释范围，具有生成性，为未来心态和心态干预的过程研究铺平了道路。（PsycInfo 数据库记录 (c) 2023 APA，保留所有权利）。