Abstract:
This study investigates the relationship between perceived teacher rejection, mindset (fixed and growth), and Positive youth development (PYD) among young adolescents. It was hypothesized that mindset will mediate the relationship perceived teacher rejection and Positive youth development in adolescents. A cross-sectional correlational design was employed with a sample of 300 secondary school students (n=164 boys and n-=36 girls), aged 11–14 years (M=12.7, SD=1year), from public and private schools in Islamabad and Rawalpindi by using convenient sampling technique. Urdu translated versions of Teacher Acceptance Rejection/Control Questionnaire (TARQ) (Rohner, 2004), Mindset Assessment Profile Works Inc. (2017), and Positive Youth Development Inventory (Arnold et al., 2012) were used. Results of the Pearson product correlation revealed that perceived teacher rejection negatively correlated with positive youth development and growth mindset, but positively with a fixed mindset. Structural Equation Modeling results revealed that mindset was significantly mediated the relationship between perceived teacher rejection and positive youth development in adolescents. Demographic factors such as gender and urban-rural residence, private and public schools also influenced perceived rejection, mindset and positive youth development. The findings of the study highlight how teacher-student relationships and students' beliefs about intelligence shape developmental outcomes, offering valuable insights for educational practice in Pakistan.
