ABSTRACT This research presents a preliminary validation of the Student Homework Mindset Scale (SHMS) using data from 724 students in seventh and eighth grades. The participants were randomly assigned to two groups: one for conducting exploratory factor analysis (EFA), and the other for confirmatory factor analysis (CFA). Results supported a two‐factor structure: Fixed mindset (viewing ability as innate and unchangeable) and growth mindset (viewing ability as malleable and improvable through effort)—both demonstrating excellent reliability. Latent mean invariance was established across gender and grade level. Consistent with hypotheses, growth mindset was positively associated with homework effort, completion, and mathematics achievement, and negatively associated with homework distraction and procrastination. Conversely, a fixed mindset showed the opposite pattern of associations. These findings provide strong support for the SHMS as a psychometrically sound instrument for assessing students' homework mindset.
Yang et al. (2026) studied this question.