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Mindsets, emotion regulation and student outcomes: Evidence from a sample of higher education students in Singapore
Citation
Wong, A. W. Y., & Lee, A. N. (2025). Mindsets, emotion regulation and student outcomes: Evidence from a sample of higher education students in Singapore. Current Psychology. Advance online publication. https://doi.org/10.1007/s12144-025-07394-x
Abstract
The swift progress of science and technology, which is transforming the global economy and job markets, has resulted in a volatile and complex global environment. Higher education students face various challenges in today’s rapidly evolving, knowledge-centric world. Consequently, developing a growth mindset and embracing adaptive emotion regulation strategies could benefit them in navigating these dynamic challenges. The present study assessed the predictive relationships between mindsets, emotion regulation, satisfaction with life, vitality, and academic buoyancy. A convenience sample of 211 higher education students in Singapore participated in this study by completing an anonymous online questionnaire. Path analysis results indicated that growth mindset positively predicted cognitive reappraisal and expressive suppression, whereas fixed mindset positively predicted expressive suppression but not cognitive reappraisal. Results also indicated that cognitive reappraisal positively predicted satisfaction with life, vitality, and academic buoyancy, whereas expressive suppression negatively predicted satisfaction with life and vitality. From the mediation analysis, results indicated that growth mindset indirectly and positively predicted satisfaction with life, vitality, and academic buoyancy via cognitive reappraisal. On the other hand, fixed mindset indirectly and negatively predicted satisfaction with life and vitality via expressive suppression. These empirical findings have implications for student development policy and practice in higher education contexts. Specifically, they suggest that cultivating a growth mindset and cognitive reappraisal can enhance student well-being and academic buoyancy. The study contributes to the literature by highlighting the complex interactions between mindsets, emotion regulation, and student outcomes, offering valuable insights for interventions aimed at fostering student development.
Date Issued
2025
Publisher
Springer
Journal
Current Psychology
Funding Agency
Nanyang Technological University, Singapore