The Mediating Role of Grit and Positive Psychological Capital on the Relationship Between Growth Mindset and Burnout of College Students

2021 ◽  
Vol 6 (1) ◽  
pp. 47-66
Author(s):  
Kyu-Tae Kim
Keyword(s):  
College Students ◽  
Psychological Capital ◽  
Growth Mindset ◽  
Positive Psychological Capital ◽  
Mediating Role ◽  
The Relationship

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

2021 ◽  
Vol 12 ◽  
Author(s):  
Hui Zhao ◽  
Jianping Xiong ◽  
Zhen Zhang ◽  
Chunhui Qi
Keyword(s):  
College Students ◽  
Perceived Stress ◽  
Growth Mindset ◽  
Mediation Model ◽  
Learning Engagement ◽  
Negatively Associated ◽  
Mediating Role ◽  
The Relationship ◽  
Positive Effect

Against the scourge of the COVID-19 pandemic, college students’ learning engagement has become a key issue in universities and society. Guided by the theories of existential positive psychology and social perception, we explored the positive effect of a growth mindset on learning engagement during the COVID-19 pandemic. A total of 1,040 college students from universities in Henan Province of China effectively completed online questionnaires. The results showed that growth mindset was positively related to learning engagement and negatively associated with perceived COVID-19 event strength and perceived stress; perceived COVID-19 event strength was positively related to perceived stress, while perceived COVID-19 event strength and perceived stress were negatively associated with learning engagement. Growth mindset affected learning engagement through three indirect paths: the mediating role of perceived COVID-19 event strength, the mediating role of perceived stress, and the serial mediating role of both perceived COVID-19 event strength and perceived stress. The results indicated that the growth mindset could contribute to college students’ learning engagement through the roles of perceived COVID-19 event strength and perceived stress during the COVID-19 pandemic. This study advances the understanding of the mechanism underlying the relationship between growth mindset and college students’ learning engagement during the COVID-19 pandemic. Furthermore, the findings of the study have important implications for promoting college students’ learning engagement during the pandemic.

The Influence of Competency of Preschool Teachers in Fujian Province on Subjective Well-Being: The Mediating Role of Psychological Capital

2019 ◽  
Author(s):  
Xuguang Sun ◽  
Ailing Huang
Keyword(s):  
Direct Effect ◽  
Psychological Capital ◽  
Preschool Teachers ◽  
Well Being ◽  
Mediating Effect ◽  
Subjective Well Being ◽  
Positive Psychological Capital ◽  
Mediating Role ◽  
Mediator Variable

The intermediary effect interval of the preschool teachers' competence characteristics → positive psychological capital → the subjective well-being of the preschool teachers is (0.23—0.55), does not contain 0, and the effect amount is 0.35. The competency characteristics of preschool teachers → The direct effect interval of subjective well-being of preschool teachers is (0.05—0.36), excluding 0, and the effect quantity is 0.20, indicating that positive psychological capital as a mediator variable has the characteristics of preschool teachers and the subjective well-being of preschool teachers. Partial mediating effect, the ratio of mediating effect to total effect is 64.01%.

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