The Relationship Between Growth Mindset And Learning Engagement Among High School Students: The Longitudinal Mediating Role Of Gri

The report of the 20 th National Congress suggested to promote the establishment of a high-quality education system.The key to a high-quality education system is high-quality education and teaching,and students’ learning engagement is an important indicator to measure high-quality education and teaching.High school students face the dual pressure of increasing academic difficulty and college entrance examination,and need a high level of learning engagement in order to have an advantage in the fierce competition.Thereby,it is very important to explore the factors affecting the learning engagement of high school students to promote the development of high-quality education and teaching.Previous studies have found that growth mindset has a predictive effect on students’ learning engagement,but the mechanism of growth mindset on learning engagement is not clear.Therefore,based on the theory of Implicit Theory of Intelligence,Self-Determination Theory and Theory of Character Strength,this study explores the relationship between growth mindset,grit and learning engagement and its internal mechanism,in order to provide powerful support for enhancing the learning engagement level of senior high school students and promoting the development of high-quality education and teaching.Study 1 used a cross-sectional study design to survey 689 high school students,including 236 boys and 453 girls,using the Mindset Scale,the 12-Item Grit Scale and Learning Engagement Scale to examine the mediating role of grit in the mediating role between growth mindset and learning engagement.Study 2 used the longitudinal tracking method to follow up high school students at intervals of four months(T1 and T2 represent two time periods),and effectively surveyed 518 participants,including 168 boys and 350 girls,to further test the longitudinal mediating role of perseverance in growth mindset and learning engagement.The results of the study showed that:(1)In cross-sectional research,there was a significant positive correlation between growth mindset,grit and learning engagement;The structural equation model shows that growth mindset has an indirect predictive effect on learning engagement through grit,but the direct predictive effect of growth mindset on learning engagement does not show significantly.Further analysis of the dimensions of grit(perseverance of efforts and consistency of interests)shows that perseverance of efforts rather than consistency of interests is a complete mediator between a growth mindset and learning engagement.The model cross-group test shows that there is no difference about gender in the mediation model,and the model shows good stability.(2)In longitudinal research,the correlation between growth mindset,grit,and learning engagement showed stability across time;The structural equation model shows that T1 growth mindset has an indirect predictive effect on T2 learning engagement through T2 grit,but T1 growth mindset has no significant direct predictive effect on T2 learning engagement.Further investigation of the role of the two dimensions of grit shows that T2 perseverance of efforts play a complete mediating role in the relationship between T1 growth mindset and T2 learning engagement,while the mediating role of T2 consistency of interests is not significant.The main conclusions of this study are as follows:(1)Grit plays a longitudinal mediating role between growth mindset and learning engagement;(2)Perseverance of efforts play a complete mediating role between growth mindset and learning engagement,while consistency of interests do not.