The relationship between chemistry growth mindset and chemistry academic engagement: a multiple mediation model

Abstract

Chemistry academic engagement plays a crucial role in shaping students’ academic performance and long-term motivation for learning. The chemistry growth mindset is regarded as a fundamental psychological construct for fostering such engagement. Although previous studies have provided preliminary evidence for the association between growth mindset and academic engagement, the underlying mechanisms within the context of chemistry education have not been extensively examined. Therefore, this study aims to investigate the multiple mediating pathways involving chemistry adaptability (cognitive-behavioural and affective), chemistry affective adaptability, chemistry academic buoyancy, and chemistry achievement emotions (enjoyment and anxiety) in the relationship between chemistry growth mindset and chemistry academic engagement. A multiple mediation model was constructed based on prior theories and empirical studies. Data were collected from high school students (N=1049) using scales to measure the relevant variables. The results indicated that: (1) chemistry growth mindset significantly positively influenced students’ chemistry academic engagement; (2) chemistry cognitive-behavioural adaptability, chemistry affective adaptability, and chemistry academic buoyancy all functioned as significant mediators in this relationship; (3) chemistry enjoyment and chemistry anxiety were identified as positive and negative mediators, respectively; and (4) chemistry growth mindset was found to be indirectly associated with chemistry academic engagement through sequential mediation paths involving adaptability or buoyancy and subsequent emotional responses. This study elucidates the mechanism by which growth mindset shapes academic engagement through adaptability, buoyancy, and achievement emotions, thus contributing to a deeper theoretical understanding of how students’ psychological traits shape their engagement. Finally, the study provides pedagogical implications and suggests avenues for future research based on the findings.