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The Positive Effects of Growth Mindset on Students’ Intention toward Self-Regulated Learning during the COVID-19 Pandemic: A PLS-SEM Approach

Author

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  • Yujun Jiang

    (School of Language and Culture, Swan College, Central South University of Forestry and Technology, Changsha 410211, China
    Faculty of Public Administration and Social Studies, Stamford International University, Bangkok 10250, Thailand)

  • Huying Liu

    (School of Language and Culture, Swan College, Central South University of Forestry and Technology, Changsha 410211, China)

  • Yuna Yao

    (College of Preschool Education, Shandong Yingcai University, Jinan 250104, China)

  • Qiang Li

    (School of Economics and Management, Shanghai Technical Institute of Economics and Information, Shanghai 201411, China)

  • Yingji Li

    (School of Humanities and Management, Yunnan University of Chinese Medicine, Kunming 650500, China)

Abstract

The COVID-19 pandemic has brought unprecedented challenges to students’ learning processes in higher education. This study aimed to investigate the effects of a growth mindset on university students’ intention toward self-regulated learning during the COVID-19 pandemic. The theoretical model was proposed based on the Theory of Planned Behavior, along with two additional dimensions: growth mindset and perceived teacher support. The developed model was validated by adopting a partial least squares structural equation modeling (PLS-SEM) approach based on the data collected from 486 students in universities that have been significantly impacted by the COVID-19 pandemic in China. The results show that students’ growth mindset is positively associated with their intention toward self-regulated learning directly, and indirectly through the main constructs of the Theory of Planned Behavior: perceived behavioral control and behavior attitude. Additionally, the mediating and moderating roles of students’ growth mindset are manifest in the relationship between students’ perception of teacher support and their intention toward self-regulated learning. These findings offer implications for teachers, researchers, and higher education administrators in developing students’ growth mindset by considering the relevant factors explored in this research, thereby enhancing students’ self-regulated learning in challenging settings such as the COVID-19 pandemic.

Suggested Citation

  • Yujun Jiang & Huying Liu & Yuna Yao & Qiang Li & Yingji Li, 2023. "The Positive Effects of Growth Mindset on Students’ Intention toward Self-Regulated Learning during the COVID-19 Pandemic: A PLS-SEM Approach," Sustainability, MDPI, vol. 15(3), pages 1-19, January.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:3:p:2180-:d:1045568
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    References listed on IDEAS

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    1. Ajzen, Icek, 1991. "The theory of planned behavior," Organizational Behavior and Human Decision Processes, Elsevier, vol. 50(2), pages 179-211, December.
    2. David S. Yeager & Paul Hanselman & Gregory M. Walton & Jared S. Murray & Robert Crosnoe & Chandra Muller & Elizabeth Tipton & Barbara Schneider & Chris S. Hulleman & Cintia P. Hinojosa & David Paunesk, 2019. "A national experiment reveals where a growth mindset improves achievement," Nature, Nature, vol. 573(7774), pages 364-369, September.
    3. Viswanath Venkatesh & Fred D. Davis, 2000. "A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies," Management Science, INFORMS, vol. 46(2), pages 186-204, February.
    4. Yujun Jiang & Ping Wang & Qiang Li & Yingji Li, 2022. "Students’ Intention toward Self-Regulated Learning under Blended Learning Setting: PLS-SEM Approach," Sustainability, MDPI, vol. 14(16), pages 1-19, August.
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    Cited by:

    1. Jooyoung Lee & Ki Han Kwon, 2023. "Promoting Sustainable Learning in the Post-Pandemic Era: Focused on the Role of Motivation, Growth Mindset, Self-Regulated Learning, Well-Being, and Smart Device Utilization," Sustainability, MDPI, vol. 15(17), pages 1-21, September.

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