The Relationship Between Stressful Events and Perceived Stress: The Moderating Role and Interventions of Growth Mindset and Stress-Enhancing Mindset

The Relieving Effect of Collaborative Thinking on Junior Middle School Students' Stress: Mechanism and Intervention Research

Status

Active, not recruiting

Phases

Early Phase 1

Study type

Interventional

Source

ChiCTR

Registry ID

ChiCTR2600125712

Enrollment

Unknown

Registered

2026-05-29

Start date

2023-11-06

Completion date

Unknown

Last updated

2026-06-01

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Stress

Interventions

Experimental group:Growth Mindset and Stress-Enhancing Mindset Intervention

Control group:Normal pressure group assists activities, and does not emphasize growth mindset and stress-enhanced mindset.

Eligibility

Sex/Gender

All

Age

12 Years to 15 Years

Inclusion criteria

Inclusion criteria: 1. Students in grades 7-9 in a middle school in Wuhan, aged 12-16, regardless of gender. 2. Voluntary participation in the research, and informed consent signed by the guardian. 3. Be able to fully participate in all six intervention courses (once a week, 90 minutes each time) and pre-and post-test evaluation

Exclusion criteria

Exclusion criteria: 1. According to the assessment of the class teacher or psychological teacher, there are severe depression, risk of self-injury/suicide, psychotic symptoms or substance abuse (need to be referred to professional medical institutions, not suitable for group intervention). 2. Experienced major traumatic events in the past 3 months (such as the death of relatives, serious accidents, and PTSD symptoms caused by school violence). 3. They are receiving other systematic psychological interventions (such as weekly psychological counseling or cognitive behavior groups), and their effects may be confused with the intervention in this study. 4. Have participated in regular group courses with the theme of growth thinking, stress enhancement thinking or stress management (to avoid the practice effect). 5. Mental retardation, dyslexia or autism spectrum disorder (uncorrected) affect the understanding of the questionnaire and intervention content. 6. It is planned to transfer or take a long-term leave during the intervention period of this study, and it is impossible to complete all the measurements and courses

Design outcomes

Primary

Measure	Time frame
Perceived Stress;Stress Events;Growth mindset;Stress-Enhancing Mindset;	—

Secondary

Measure	Time frame
Gender;Age;Grade;Participated in group activities of growth mindset or stress-enhanced mindset;	—

Countries

China

Contacts

Public ContactHongyu Ma

Central China Normal University

mahy@ccnu.edu.cn+86 27 6786 8680

Outcome results

None listed

Source: ChiCTR (via WHO ICTRP) · Data processed: Jun 11, 2026