Abstract

This study investigated how performance change influences self-efficacy and examined the moderating role of mindset. Study 1, a correlational study, explored associations among class movement experiences, self-efficacy, and mindset in 133 high school students within an ability-grouping educational system. The results indicated that students who moved to a lower-level class reported lower self-efficacy than those who moved to a higher-level class. This effect was significant only among students with a fixed mindset, suggesting a buffering role of a growth mindset. Study 2, an experimental study, assessed the impact of performance feedback on self-efficacy in 204 college students. A decline in perceived performance led to decreased self-efficacy, and mindset served as a marginally significant moderator. These findings underscore the importance of promoting a growth mindset to support students’ adaptive development when faced with academic challenges.