Study on Psychological Resilience and Learning Investment of Left-behind Children in Intergenerational Upbringing: Use Growth Thinking as The Intermediary

This study constructed a model with growth mindset as a mediating variable to investigate its mediating role between mental toughness and learning engagement in intergenerational parenting left-behind children. This study used the Mental Toughness Scale, the Growth Mindset Scale, and the Learning Input Scale to conduct a questionnaire survey on 1,540 primary and secondary school students in grades 4 to 8 in a county in northwestern Yunnan Province, of whom 685 were left-behind children raised in an intergenerational manner. The results showed that: the level of mental toughness of left-behind children with intergenerational parenting was lower than that of left-behind children with non-intergenerational parenting, the learning input of left-behind children with intergenerational parenting was higher than that of left-behind children with non-intergenerational parenting, and there was no significant difference between children with or without intergenerational parenting in terms of growth mindset; mental toughness not only affects the learning input directly, but also indirectly affects the learning input through growth mindset. The indirect effect of growth mindset accounted for 71.6% of the total effect, which was much higher than the direct effect of mental toughness (28.4%), suggesting that growth mindset played a more important role in the relationship between mental toughness and learning engagement.