小学儿童及其教师关于儿童的心态是否存在社会经济不平等？

This study investigated socioeconomic inequalities in children’s own mindset and teachers’ mindset about these children’s abilities in sixth grade of elementary school. More specifically, it examined a) whether socioeconomic status (SES) associated with children’s general, math, and reading mindset and b) whether teachers’ mindset about these same children’s math and reading abilities mediated the associations between SES and children’s own math and reading mindset. Participants were 396 children (53 % female, 89 % native Dutch, M age = 11.96) and 44 teachers (73 % female, M age = 41.28) from