ArticleFrontiers in psychology2026
When avoiding failure helps: the interplay of achievement motivations, growth mindset, and career decision-making self-efficacy among pre-service teachers.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Against a context of escalating competition in the teacher labor market and advancing professionalisation in China, it is essential to investigate how the way of achievement motivational orientations jointly influence pre-service teachers' career decision confidence. This study investigated the mediator of growth mindset between motive to approach success (MS) and career decision-making self-efficacy (CDMSE), and the moderator of motive to avoid failure (MF) between MS and growth mindset. Methods: Data were collected through convenience sampling from 807 pre-service teachers enrolled at public universities in an eastern province of China, and analyzed utilizing SPSS and SmartPLS. Results: MS exerted significant positive effects on growth mindset and CDMSE, whereas MF existed a significant negative effect on growth mindset. Growth mindset partially mediated the effect of MS on CDMSE, and MF significantly moderated the path from MS to growth mindset. Discussion: These results highlight the distinct roles of the two motivational orientations. Educators should not only foster pre-service teachers' motivation to pursue success but also harness the constructive potential of MF. Rather than being seen as purely negative, MF can encourage reflective thinking and strengthen growth mindset, thereby working in tandem with MS to enhance pre-service teachers' CDMSE.
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