Growth Mindset and College Students’ Learning Engagement During the COVID-19 Pandemic: A Serial Mediation Model

Zhao, Hui; Xiong, Ji; Zhang, Zhen; Qi, Chunhui

doi:10.3389/fpsyg.2021.621094

Cited by 70 publications

(51 citation statements)

References 60 publications

(67 reference statements)

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“…Our findings are consistent with some previous studies. Specifically , Zhu et al (2021) found that the daily number of code blue events in the COVID-19 pandemic context was positively correlated with nurses' daily occupational calling, and COVID-19 pandemic strength positively predicted perceived stress (Zhao et al, 2021), which resulted in job burnout (Yıldırım & Solmaz, 2020) and fatigue (Zhou et al, 2020). These findings enrich the empirical research base of EST and highlight the important influence of COVID-19 pandemic criticality on workplace outcomes among Chinese police officers.…”

Section: Theoretical Implicationsmentioning

confidence: 76%

How does COVID-19 pandemic strength influence work fatigue? The mediating role of occupational calling

Zhou

2022

Curr Psychol

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Drawing on event system theory, this study explored the mechanism by which COVID-19 pandemic strength (including criticality, disruption, and novelty) influences work fatigue through the mediating role of occupational calling. A two-wave field study was conducted with 857 Chinese police officers using COVID-19 pandemic strength, occupational calling, and work fatigue questionnaires. The results showed that COVID-19 pandemic criticality had a positive effect on work fatigue and occupational calling, and that occupational calling mediated the direct link between COVID-19 pandemic criticality and work fatigue. Additionally, the first and second stages of the mediating effect were jointly moderated by COVID-19 pandemic disruption and novelty. When COVID-19 pandemic disruption and novelty were high, the positive relationship between COVID-19 pandemic criticality and occupational calling, and the mediating role of occupational calling, were stronger. The negative relationship between occupational calling and work fatigue was strengthened when COVID-19 pandemic disruption was high and novelty was low.

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Section: Theoretical Implicationsmentioning

confidence: 76%

How does COVID-19 pandemic strength influence work fatigue? The mediating role of occupational calling

Zhou

2022

Curr Psychol

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“…Academic engagement is described as “learners’ psychological effort and investment toward learning, understanding, or mastering the skills, crafts, or knowledge that the coursework is intended to promote” ( Lamborn et al, 1992 , p. 13). Learners’ academic engagement includes individual and contextual features that interact with each other to demonstrate their positive attitudes toward learning ( Zhao et al, 2021 ). Eccles (2016) argued that learner academic engagement has a positive and significant relationship with academic achievement and resilience.…”

Section: Literature Reviewmentioning

confidence: 99%

On the Relationship Between English as a Foreign Language Learners’ Positive Affectivity, Academic Disengagement, and Communication Apprehension

2022

Front. Psychol.

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This review tends to investigate the related studies on the relationships among positive affectivity as a type of positive psychology construct and academic disengagement and communication apprehension (CA) as two types of negative emotions. The negative correlations among CA, disengagement, and positive affectivity like enjoyment have been verified in the review of the literature. Moreover, little research has been done on the relationship between academic disengagement and CA. The studies showed that some factors such as encouraging teaching methodologies, positive classroom context, exciting and challenging classroom tasks can act as mediators in the relationship between positive affectivity and CA. In the end, the pedagogical implications are explicated to foster the language learning quality and to develop a language educational system. Suggestions for further research are provided to develop the existent literature on the relationship between English as a foreign language (EFL) learners’ academic disengagement, CA, and their positive affectivity.

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“…A growth mindset has been widely researched able to have a positive impact on the problems encountered in the field of education, such as helping to overcome some psychological barriers (Duchi et al, 2020), even being able to cope with issues that arise from events COVID-19 today (Zhao et al, 2021). In addition, other studies said that the growth mindset could improve school wellbeing (Wahidah & Royanto, 2019), learning engagement (Zhao et al, 2021), as well as being able to make the students survive and take action in the face of decline (Bai et al, 2021). Dweck (2006) said that students with a growth mindset believe that getting an optimal result requires hard work and effort.…”

Section: Introductionmentioning

confidence: 99%

“I Don’t want to Commit Academic Dishonesty”: the Role of Grit and Growth Mindset in Reducing Academic Dishonesty

Herdian

Rahayu

2022

J. learn. theory methodol.

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Online learning is a substitute for learning in the classroom during a global pandemic. The problem that arises is that academic dishonesty behavior increases when online learning takes place. We assess how academic dishonesty occurs during online learning. Purpose. We examine how academic dishonesty occurs during online learning. We review unethical behavior based on growth mindset and Grit as mediator variables. Materials and methods. The questionnaire was filled out by 266 students (196 female; 70 male) from universities in Indonesia. Data collection uses three scales, namely the academic dishonesty scale (α = 0.862), the growth mindset scale (α = 0.826), and the grit scale (α = 0.760). The path analysis using the multiple linear regression techniques was utilized to analyze the data in this study. Results. This study demonstrates a negative correlation between growth mindset and academic dishonesty, indicating that the more growth mindset, the less academic dishonesty. Additionally, there is a considerable negative correlation between Grit and academic dishonesty, such that the greater a person’s Grit, the less academic dishonesty there is. Additionally, a positive correlation exists between the growth mindset and Grit. The greater one’s growth attitude, the greater one’s Grit. The primary finding is that Grit mediates the growth mindset’s attitude toward academic dishonesty, implying that the growth mindset affects academic dishonesty by Grit. Conclusions. The conclusion is that the growth mindset acts as a buffer against academic dishonesty. However, Grit’s position is ideal for mediating the association between growth mindset and academic dishonesty. Thus, a growth mindset can boost students’ Grit, which can help prevent academic dishonesty. We reviewed recommendations for decreasing unethical behavior in online education and its consequences for higher education.

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Growth Mindset and College Students’ Learning Engagement During the COVID-19 Pandemic: A Serial Mediation Model

Cited by 70 publications

References 60 publications

How does COVID-19 pandemic strength influence work fatigue? The mediating role of occupational calling

How does COVID-19 pandemic strength influence work fatigue? The mediating role of occupational calling

On the Relationship Between English as a Foreign Language Learners’ Positive Affectivity, Academic Disengagement, and Communication Apprehension

“I Don’t want to Commit Academic Dishonesty”: the Role of Grit and Growth Mindset in Reducing Academic Dishonesty

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