The Mediating Effects of Growth Mindset and Life Meaning on the Relationship between Perceived Teacher Support and School Adjustment in Middle School Girls

The purpose of this study was to examine the mediating effects of growth mindset and life meaning on the relationship between female middle school students' perceived teacher support and school adjustment. For this purpose, data were collected from middle school girls enrolled in middle schools in J district, and 276 data were used in the final analysis. The research method utilized Jamovi 2.3.28 and Smart PLS 4.0. To evaluate the PLS model, we checked the reliability of convergent validity, discriminant validity, and internal consistency, and conducted a bootstrapping path analysis to test the effectiveness. The results showed that teacher support had a significant effect on growth mindset, life meaning, and school adjustment. Furthermore, growth mindset and meaning of life each had a significant effect on school adjustment. Second, both growth mindset and meaning in life had mediating effects on the relationship between teacher support and school adjustment. This study suggests that teacher support factors are important for middle school girls' adjustment to school life, and that the importance of growth mindset and meaning in life should be understood and supportive measures such as counseling, education, and program development should be developed to enhance them in school settings.