The Relationship Between Growth Mindset And Learning Engagement Among College Students

With the continuous development of education,cultivating students’ excellent qualities and improving their learning engagement have been important directions of educational research.Previous studies have shown that growth mindset,as an intellectually moldable mindset,has a significant effect on cultivating individual perseverance,enhancing well-being,and improving learning engagement.Based on this,this study takes growth mindset as the entry point,and uses self-determination theory,implicit intelligence theory,and learning experience theory as the theoretical support to investigate the relationship between growth mindset,grit,and psychological richness and learning engagement through two empirical studies: survey method and experimental method,and hopes to verify the following conjecture: the relationship between growth mindset,grit,psychological richness,and learning engagement.psychological richness and learning engagement,and that growth mindset can influence learning engagement through grit and psychological richness;and that growth mindset intervention experiments can improve college students’ growth mindset and learning engagement.Study 1 examined the effects of growth mindset,grit,and psychological richness on college students’ learning engagement.Methods: A sample of 736 college students(recovery rate: 92%)from a university in province H was studied using a questionnaire method.RESULTS:(1)The correlation analysis showed that learning engagement was significantly and positively correlated with growth mindset(r=0.39,p<0.001),grit(r=0.56,p<0.001)and psychological richness(r=0.51,p<0.001);growth mindset was significantly and positively correlated with grit(r= 0.37,p<0.001)and psychological richness(r=0.35,p<0.001);grit and psychological richness(r=0.65,p<0.001)were significantly and positively correlated.(2)The chain mediation model test showed that the simple mediation effect between grit and learning engagement was significant(95% CI = [0.13,0.22]),psychological richness was significant(95% CI = [0.13,0.22])between growth mindset and learning engagement,and grit and psychological richness had a significant chain mediating effect after growth mindset and learning engagement(95% CI = [0.03,0.07]).Conclusions: growth mindset,grit,and psychological richness were significant predictors of learning engagement,and growth mindset can indirectly influence learning engagement through simple mediation effects of grit and psychological richness and chain mediation effects of both.Study 2 examined the effects of growth mindset group-assisted intervention on learning engagement among college students.METHODS: An experimental method was used to study 24 college student subjects from a university in province H.The subjects were randomly divided into experimental and control groups,and a two-factor between-subjects design was used,with growth mindset group intervention,pre and post-test as independent variables,and growth mindset and learning engagement scores as dependent variables.RESULTS: The main effect of growth mindset was significant on the experimental and control groups(F=4.82,p<0.001,η~2=0.325)and on the pre/post test(F=7.61,p<0.05,η~2=0.200),and the interaction effect was not significant(F=3.05,p>0.05,η~2=0.110);(i)correlation analysis showed that the relationship between learning engagement and growth mindset(r=0.39,p<0.001),grit(r=0.56,p<0.001),psychological richness(r=0.51,p<0.001);growth mindset was significantly and positively correlated with grit(r=0.37,p<0.001),and psychological richness(r=0.51,p<0.001);growth mindset was significantly and positively correlated with significant positive correlation and psychological richness(r=0.35,p<0.001);learning engagement had significant main effects on the experimental and control groups(F=4.52,p<0.05,η~2=0.122),on the pre and post tests(F=6.26,p<0.05,η~2=0.439),and significant interaction effects(F=3.05,p>0.05,η~2=0.437).Conclusion: Growth mindset group-assisted interventions can significantly improve growth mindset and learning engagement levels in college students.