研究目的：本研究基于成长型思维理论，对国外已有的成长型思维干预方案进行针对中国初中生的适应性修订，并通过测量成长型思维、成长型思维相关的保护性因素（积极失败观、学业自我效能感、成就目标、学习策略等），以及学业成绩的前后测差异，考察修订后干预方案的效果。

研究方法：本研究共分为两个子研究，研究一通过对225名初中学生的问卷调查，以及50名学生的干预预研究，对国外已有的短期成长型思维干预进行了适应性修订；研究二采用干预组对照组前后测设计，随机抽取两所邢台市桥西区中学的初一、初二、初三年级班级各2个，完成基线调查后将学生分配至干预组（n = 311）和对照组(n = 307)，干预组接受修订后的单次成长型思维干预，以提升成长型思维、相关保护性因素和学业成绩，对照组不接受任何干预处理；研究二在后测时共收集有效数据569份，有效回收率为92.1%。

结果：研究一结果显示，为使得成长型思维干预对中国初中生更加有效，需要增加积极失败观、学习策略内容，修订“自我说服”部分，并加入提升干预效果的段落。研究二结果显示，修订后的单次成长型思维干预可以显著提升干预组学生的成长型思维、学业自我效能感，降低无助归因，以及提升低学业水平学生的学业成绩，不仅如此，进一步的分析表明干预可以对干预组学生的积极失败观、掌握趋近目标、学习策略和工具性求助起到保护作用，并遏制回避性求助的上升。

结论：修订后的单次成长型思维干预不仅经济性好，还可以有效提升成长型思维和低学业水平学生的学业成绩，并对成长型思维相关保护性因素起到保护作用，具有较好的应用价值。

         Background：The purpose of the research is to make adaptive revisions of the existing growth mindset intervention，and evaluate efficacy of the revised intervention on Chinese middle school students’ growth mindset，growth mindset related protective factors(i.e. academic self-efficacy, mastery-approach goal orientation, learning strategies)，and achievement.

Methods：The research consists of two studies. In Study 1, both a survey (n = 225) and a pilot-intervention (n = 50) on Chinese middle school students are conducted, which aim to revise the existing growth mindset intervention and increase its adaptiveness for Chinese middle school students. In Study 2, 618 middle school students from Qiaoxi District of Xingtai completed baseline survey, then randomly assigned into intervention group(n = 311) and control group(n = 307), and both group include two 7^th,8^th, and 9^th grade classes. The intervention group received the revised, single-session growth mindset intervention, which was expected to increase their growth mindset, growth mindset related protective factors, and achievement，and the control group didn’t receive any intervention. Study 2 collected 569 pieces of valid data from both groups in post-survey, with a follow-up rate of 92.1%（569 of 618）。

Results：Study 1 suggests that failure-is-enhancing mindset and learning strategy contents, adjusted self-persuasion questions，and effect-boosting paragraphs should be added into the intervention to increase its efficacy on Chinese middle school students. Study 2 shows that the revised single-session growth mindset intervention is able to improve growth mindset, academic self-efficacy and low-performed students’ achievement, and reduce helpless attribution. Moreover, further analysis indicates the intervention can also contributes to protect failure-is-enhancing mindset, learning strategies, instrumental help-seeking, and suppress avoidance of help-seeking.

Conclusion：The revised single-session growth mindset intervention proves to be both economical and efficacious in improving growth mindset, low-performed students’ achievement, and protecting growth mindset related protective factors, in which the intervention demonstrates promising applied value.