Objective: To investigate the relationship between growth mindset and mental health in middle school students，and to explore the intervention effects of growth mindset intervention in different grades and at different times after intervention. Methods: Totally 612 middle school students from a certain high school in Xi' an were selected to evaluate their growth mindset and mental health status using the Mental Health Diagnostic Test ( MHT) and Implicit Personality Theory Questionnaire ( IPT-Q) . They were divided into a growth mindset intervention group ( n = 306) and a conventional mental health class group ( n = 306) using a simple random sampling method. The growth mindset intervention group received an additional 45 minutes of growth mindset class on top of the conventional mental health class. Three factor analysis of variance was used to compare the MHT scores of participants in different grades， groups， and time conditions. Ｒesults: There was a negative correlation between IPT-Q scores and MHT scores in middle school students ( r = － 0. 10，P ＜ 0. 05) . At 4 weeks after intervention，the MHT scores were lower in the growth mindset intervention group than in the conventional mental health class group ［( 30. 8 ± 5. 0) vs. ( 35. 9 ± 16. 6) ，P ＜ 0. 001］ . At 4 months after intervention，there was no statistically significant difference in MHT scores between the two groups ( P ＞ 0. 05) . Conclusion: It suggests that growth mindset intervention could improve the mental health status of middle school students in the short term.

目的:考察中学生成长型思维与心理健康的关系，探讨成长型思维干预在不同年级以及干预后不同时长的效果。方法:选取西安市某中学612名中学生，采用心理健康诊断测验问卷(MHT)、内隐人格理论问卷(IPT-Q)评估其成长型思维与心理健康状况，按照简单随机抽样法分为成长型思维干预组(n=306)和常规心理健康课组(n=306),成长型思维干预组在常规心理健康课的基础上增加45 min的成长型思维干预课。采用三因素方差分析比较不同年级、组别、时间条件下被试MHT得分。结果:中学生IPT-Q得分与MHT得分呈负相关(r=-0.10,P<0.05)。在干预后4周，成长型思维干预组MHT得分低于常规心理健康课组([(30.8±5.0) vs.(35.9±16.6),P<0.001],在干预后4个月，两组MHT得分差异无统计学意义(P>0.05)。结论:成长型思维干预能提升短期内中学生心理健康状况。

国家科技部支撑计划：社会变迁过程中儿童青少年的心理发展特点及心理问题疏导与咨询技术(2012BAI36B02);; 北京市教育学会“十四五”教育科研课题2021年度重点课题“新时代家校协作视角下高中生自主支持发展的实践研究”(CYZD2021-015)