The Impact of Ethnic Essentialism on Academic Self-Efficacy among Ethnic Minority Middle School Students: The Mediating Role of Growth Mindset and Intervention Effects

本研究以云南少数民族初中生为对象，构建“民族本质论–成长型思维–学业自我效能感”中介模型，揭示静态民族观念通过抑制动态思维削弱学业自信的机制。基于心理免疫理论，干预通过重构认知模式缓解结构性劣势的负面影响，通过随机对照实验(N = 57)，发现成长型思维能缓冲民族本质论对学业自我效能感的负面影响，且干预效果具有时间稳定性，为民族地区教育干预提供了理论依据与实践路径。This study examined ethnic minority junior high school students in Yunnan Province, constructing a serial mediation model (“ethnic essentialism→growth mindset→academic self-efficacy”) to elucidate how static ethnic beliefs weaken academic confidence by suppressing dynamic cognitive processes. Through a randomized controlled trial (N = 57), the results demonstrated that growth mindset intervention, while not directly enhancing self-efficacy, mitigated the negative effects of ethnic essentialism. Furthermore, the intervention exhibited temporal stability in its effects, offering theoretical and practical implications for educational interventions in ethnic minority regions.