Effects of an inquiry-focused school improvement program on the development of pupils’ attitudes towards curiosity, their implicit ability and effort beliefs, and goal orientations

Data Mining and Analysis of Management Theory on the Emotional Recognition of Students’ Physical Fitness Improvement

The improvement of the economic level has brought earth-shaking changes to people’s living standards. However, with the improvement of living standards, the pace of life is also accelerating, people’s physical and psychological pressure has also increased sharply, and people’s physical and mental health problems are also increasing. As an important threshold for talent training schools, real-time monitoring of students’ physiques, and effective training of students’ physical fitness, so schools need to strengthen the scientific management of students’ work and rest and exercise according to management theory. To better pay attention to the correlation between students’ physical fitness and psychological emotions, this paper designs a data analysis system for students’ physical health based on data mining, analyzes the improvement of students’ physical fitness under health management, and then identifies students’ emotions according to this to observe the impact of students’ physical fitness improvement on emotional changes, so as to effectively improve students’ physical health level and mental health level. The experimental results of the research system in this paper show that the improvement of students’ physical fitness can promote students’ emotional recognition, and its accuracy can be improved by at least 2%, and various types of emotions can be accurately identified, indicating that changes in students’ physical fitness have a certain impact on student emotions.

Incremental intelligence mindset, fear of failure, and academic coping

Guided by the implicit theories of intelligence (ITI) and the cognitive–motivational–relational theory of emotion and coping, the current cross-sectional study aimed to test the effects of students’ incremental view of intelligence (i.e., growth mindset) in coping with academic underachievement and the potential mediating role of the fear of failure (FOF). A total of 444 Chinese undergraduate students, aged 18 to 25 years old ( M = 19.76, SD = 1.48, 53.4% were female), voluntarily completed the paper-and-pencil questionnaire. A partial mediational model showed good fit with the survey data. Growth mindset had a positive direct effect on problem-focused coping (PFC) and a negative effect on FOF. FOF had a positive effect on emotion-focused coping (EFC) but not PFC. The bootstrapping results showed that growth mindset had an indirect negative effect on EFC via FOF. Our findings provide further evidence that ITI can affect different coping styles, specifically in the domain of academic failure. Growth mindset directly promoted remedial coping and prevented disengagement-oriented coping in the context of negative academic outcomes through lessening the fear of subsequent aversive consequences of failure.