Growth mindset matters: Influences of socioeconomic status on Chinese secondary vocational students’ learning engagement

Abstract

Two studies carried out in China examined the relationship between socioeconomic status and learning engagement and explored the roles of psychological needs satisfaction and growth mindset in this relationship. Study 1 investigated the relationship between socioeconomic status and learning engagement among 280 secondary vocational students by manipulating their perceptions of their relative socioeconomic rank. We found that Chinese secondary vocational students primed with high socioeconomic status scored significantly higher in learning engagement measurements than did those primed with low socioeconomic status. Study 2 consisted of 1,146 secondary vocational students (686 boys and 460 girls) who completed questionnaires assessing socioeconomic status, growth mindset, psychological needs satisfaction, and learning engagement. The results showed that psychological needs satisfaction mediated whereas growth mindset moderated the positive relationship between socioeconomic status and learning engagement. Theoretical and practical implications are discussed.