Using a Robust Moderated Mediation Approach to Understand Associations Between Classroom Quality,Mindset Beliefs,Engagement,and Student Achievement in Math and Science

Abstract

Using a robust moderated mediation approach with a socioeconomically diverse sample of 1,532 adolescents(M_age = 14.61 years; 51% female; 68% White, 28% Black; 48% economically disadvantaged), this study tested whether growth mindset and behavioral engagement mediated the link between classroom quality and math and science achievement and whether effects varied by race or socioeconomic status. Student engagement, but not mindset, significantly mediated the association in both subjects. Mediation effects varied by race in math, with weaker effects for Black students, but did not differ by socioeconomic status. Findings underscore engagement, rather than mindset, as the primary mechanism linking classroom quality to academic achievement, highlighting the need for subject-specific and equity-focused strategies to support all learners.

Keywords

classroom quality growth mindset student engagement math and science achievement racial and socioeconomic status differences

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