Exploring the interplay between Mindset, Well-being, and Academic Achievement: Mediating role of Metacognitive Learning

Abstract

The present survey study explores the mediating role of metacognitive learning in the relationship of growth mindset, subjective well-being, and academic achievement. The sample consists of 407 male and female students of the undergraduate degree program at a private university in Pakistan. The data collection tools were the Growth Mindset Scale (Dweck, 1999, 2006), the subscale of Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich & Groot, 1990), the BBC subjective well-being scale (Pontin et al. 2013), and the Academic Performance Questionnaire (Birchmeier et al. 2015). The AMOS statistical analysis suggested that metacognitive learning strategies mediate the relationship of a growth mindset and subjective well-being with academic achievement. Furthermore, the result has suggested a direct relationship between Growth mindset and academic achievement, also there is a positive relationship between Growth mindset and Subjective Well-being. Overall, this study reinforces the idea that having a growth mindset has a positive impact on one's overall sense of well-being.  The present study highlighted the importance of metacognitive strategies in enhancing academic performance thus making it necessary to create an environment in academia where students can embrace a growth mindset which will ultimately increase their well-being and emotional health.