The Parallel Dual Mediating Effects of Growth Mindset and Grit on the Emotional Intelligence and Adjustment of College Students

Objective: This study examined the parallel dual mediating effects of growth mindset and grit on college students' emotional intelligence in adaptation to college life. Method: The subjects of the study were 219 students currently enrolled in university. A survey was conducted to measure emotional intelligence, college-life adaptation, growth mindset, and grit. Descriptive statistics, correlation analysis, and SPSS Process Macro Model 4 were employed to evaluate the collected data and verify the significance of the parallel double mediating effects. Results: First, emotional intelligence, growth mindset, and college-life adaptation demonstrated positive correlations; emotional intelligence, grit, and college-life adaptation also demonstrated positive correlations. However, there was no correlation seen between growth mindset and grit. Second, emotional intelligence had a significant positive effect on growth mindset, grit, and college-life adaptation. Growth mindset did not have a statistically significant effect on college-life adaptation, but grit was found to have a statistically significant effect on college-life adaptation. Third, growth mindset did not demonstrate a statistically significant mediating effect on emotional intelligence and college-life adaptation; however, grit was found to have a statistically significant mediating effect on both emotional intelligence and college-life adaptation. No statistically significant differences in the indirect effects between the two variables grit and growth mindset were found. Conclusion: Study results suggested that college students should build both grit and emotional intelligence to improve their adaptability and adjustment to college life.