Stress coping strategies as the mediator of the relationship between incremental intelligence mindset and emotional well-being of senior primary school students in Hong Kong

Abstract

The academic stress level and emotional well-being of Hong Kong students have been receiving increasing attention. This study aimed to examine the relationship between incremental intelligence mindset and the emotional well-being of senior primary school students in Hong Kong, with stress coping strategies serving as the mediator. Participants were recruited through collaboration with schools under the "D.N.A.: Digital Netizen Alliance" Program. A total of 598 students from four primary schools completed the initial questionnaire at Time 1 (i.e. June to November 2023) and a follow-up questionnaire at Time 2 (i.e. February to June 2024). The questionnaires collected information on students' incremental intelligence mindset, coping strategies, and academic stress levels. The data were analysed using a mediation model, leading to three key findings. Firstly, the results indicated a significant negative association between incremental intelligence mindset and students' academic stress levels, demonstrating the importance of a growth mindset for students' emotional well-being. Secondly, approach coping strategies were found to partially mediate the relationship between incremental intelligence mindset and academic stress levels, highlighting the effectiveness of these strategies in reducing students' academic stress. Thirdly, a significant positive association was observed between avoidance coping strategies and students' academic stress levels, emphasizing the need to discourage such maladaptive coping mechanisms. Cultural factors and considerations were considered to explain the findings specific to the Hong Kong education context. These findings contribute to our understanding of the factors influencing students' emotional well-being and offer insights for schools to develop strategies and programs that support students in managing academic stress and enhancing their overall well-being. Future directions involve implementing intervention programs that promote a growth mindset and encourage the adoption of approach coping strategies.