人的智力是否可以发展？对于这一问题的观点即为思维模式。自Dweck提出成长型思维以后，这一概念被社会各界广泛关注和讨论，研究者们认为，成长型思维正在持续性、多方面地影响着学生的个体发展。同时，成长型思维也具有可塑性，影响因素丰富且易于干预。而小学四五年级正是思维模式发展和形成的关键时期。因此，研究小学生成长型思维模式的影响因素及机制显得尤为重要。

研究基于教育生产函数与思维模式理论，以北京5所小学的1130名四五年级学生为研究对象，通过描述性统计、差异性检验、多元线性回归以及中介和调节效应检验，探究禀赋类因素、家庭投入类因素与学校投入类因素对成长型思维的影响及作用机制。

本研究得出以下结论：第一，儿童成长型思维的整体情况较好，但实际持有成长型思维模式的儿童占比不大，仍有发展和进步的空间。第二，儿童成长型思维存在家庭经济水平和母亲缺位的显著差异。第三，成长型思维受到禀赋类因素中的家庭经济水平的正向影响，家庭投入类因素中亲子学习类行为的负向影响、父母教养方式情感温暖维度的正向影响和放学后运动时间的正向影响，学校投入类因素中学校规模的负向影响和同伴关系的正向影响。第四，不同群体成长型思维的影响因素存在异质性。第五，家庭经济水平除了直接影响成长型思维之外，还通过父母教养方式中的情感温暖和课后运动时间两个变量间接影响成长型思维；亲子学习类行为对成长型思维的影响受到父亲受教育年限的调节作用。

基于此，本研究提出以下建议：教育活动的各级各类参与者要认识到成长型思维的重要性，家长要积极调整教养方式，注重情感层面的交流，重视儿童的全面发展，学会正确的评价方式；学校要注重对于教师思维模式和教学方式的培训，营造良好的同伴关系和师生关系，对家庭因素处于弱势的学生给予更多支持。

Is it possible to develop human intelligence? The viewpoint to this question is the mindset. Since Dweck proposed the growth mindset, this concept has been widely noticed and discussed by all sectors of society, and researchers believe that the growth mindset is continuously and multifacetedly influencing the individual development of students. At the same time, the growth mindset is malleable, rich in influencing factors and easy to intervene. The fourth and fifth grades of primary school are the critical period for the development and formation of growth mindset. Therefore, it is particularly important to study the influencing factors and mechanisms of growth mindset of primary school students.

Based on the theory of educational production function and thinking mode, the study explores the influence and mechanism of endowment factors, family input factors, and school input factors on growth mindset by using 1,130 fourth and fifth grade students from five primary schools in Beijing as the research subjects through descriptive statistics, difference test, multiple linear regression, and mediation and moderating effect tests.

This study draws the following conclusions: first, the overall situation of students' growth mindset is better, but the proportion of students who actually hold a growth mindset model is not large, and there is still room for development and progress. Second, there are significant differences in students' growth mindset by family economic level and mother's absence. Third, growth mindset is positively affected by family economic level in the endowment category, negatively affected by parent-child learning behaviours, positively affected by the emotional warmth dimension of parenting styles, and positively affected by the time spent exercising after school in the family input category, and negatively affected by the size of the school and positively affected by the peer relationships in the school input category. Fourth, there is heterogeneity in the factors influencing growth mindset in different groups. Fifth, in addition to directly affecting growth mindset, family economic level indirectly affects growth mindset through the emotional warmth dimension of parenting styles and the time spent exercising after school, the effect of parent-child learning-type behaviours on growth mindset is moderated by the father's years of education.

Based on this, this study proposes the following recommendations: participants at all levels of educational activities should recognise the importance of growth mindset; parents should actively adjust their parenting styles, pay attention to emotional communication, focus on children's all-round development, and learn the correct way of evaluation; schools should pay attention to the training of teachers' mindset and teaching styles, and create good peer and teacher-student relationships to provide more support to students who are disadvantaged by family factors. Schools should focus on training teachers in thinking and teaching styles, creating good peer and teacher-student relationships, and giving more support to students with disadvantaged family factors.