Growth mindset and learning engagement among Chinese college students: a chain mediation model and gender difference

The present study explored the mechanism growth mindset influences learning engagement among Chinese College Students, through the chain mediating roles of searching for meaning, presence of meaning and satisfaction with life, and the moderating role of gender. A total 2667 college students (female = 46.6%, mean age = 19.33, SD = 1.21 years) completed the Growth Mindset Scale, Meaning in Life Questionnaire, Satisfaction with Life Scale, and Utrecht Work Engagement Scale surveys. Empirical analysis was performed using structural equation modeling and the bootstrapping method. The results revealed that growth mindset positively predicts Chinese college students’ learning engagement. And searching for meaning, presence of meaning and satisfaction with life play the chain mediating role between growth mindset and learning engagement. Moreover, gender moderates the pathway from growth mindset to searching for meaning (βmale > βfemale, p < 0.01), and the pathway from presence of meaning to learning engagement (βmale < βfemale, p < 0.05). The results provide reference suggestions and intervention guidance for enhancing college students’ learning engagement and promoting their mental health.