Multiple Moderating Roles of Growth Mindset in the Links Between Teacher Autonomy Support and Learning Engagement

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Perceived teacher autonomy support is consistently associated with student engagement, but the cognitive and emotional processes underlying this association remain insufficiently understood. Drawing on self-determination theory and control-value theory, this study examined whether beliefs about errors and academic relaxation serially mediated the association between perceived teacher autonomy support and mathematics learning engagement, and whether growth mindset moderated the paths leading to engagement. Data were collected from 1679 Chinese primary, junior secondary, senior secondary, and secondary vocational students. Confirmatory factor analysis, serial mediation analysis, and moderated serial mediation analysis were conducted. The five-factor measurement model showed acceptable fit and measurement invariance across school stages. After controlling for gender and school stage, perceived teacher autonomy support was positively associated with mathematics learning engagement. Beliefs about errors and academic relaxation showed significant specific and serial indirect associations. Growth mindset strengthened the association between perceived teacher autonomy support and mathematics learning engagement but did not robustly moderate the association between beliefs about errors and engagement. Contrary to the original hypothesis, growth mindset weakened the positive association between academic relaxation and engagement, although this association remained positive at both low and high levels of growth mindset. These findings reveal path-specific moderation and suggest that a calm, low-threat learning state may be particularly relevant to engagement among students with lower growth mindset. Because the data were cross-sectional and self-reported, causal interpretations are not warranted.

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