From Struggle to Strength: The Psychology of Growth Mindset in Students without Parental Support

Abstract

This study addresses the problem of how university students who lack adequate socio-emotional and financial support from their families develop and sustain a growth mindset, and aims to explore the psychological processes that enable them to persist and adapt in academic settings. This study aims to reveal how growth mindset is formed and developed among students who do not receive full support from their families. Using a qualitative case study design, three high-achieving students (B.S.E., E.E., and S.S.) were selected through purposive sampling, as they demonstrated consistent academic achievement despite limited family support. Data were collected through in-depth interviews and non-participatory observations, supported by triangulation with information from peers and family members. Data analysis followed Lichtman’s analytical flow of coding, categorizing, and conceptualizing to identify key patterns. The findings indicate that all participants believe abilities can improve through effort, perseverance, and continuous learning. They exhibit resilience, proactive strategies in overcoming challenges, and interpret setbacks as opportunities for growth. The development of their growth mindset is influenced by strong internal motivation and the constructive interpretation of diverse parenting styles, including strict, democratic, and permissive approaches. In addition, participants build alternative support systems through social interactions and organizational involvement, which strengthen self-efficacy and academic commitment. Overall, this study highlights the role of growth mindset as a critical psychological asset that enables students without sufficient family support to navigate adversity and optimize academic success, contributing to educational and psychological research on student resilience and motivation.