Dynamic Pathways to Academic Engagement in University Students: A Mixed-Methods Study on Growth Mindset, Grit, and Academic Self-Efficacy with Ecological Momentary Assessment

Haizhen Liang^1*Shimin Wu²

• ¹Lingnan Normal University, Zhanjiang, China
• ²Zhanjiang Preschool Education College, Zhanjiang, China

This mixed-methods study investigated the predictive influence of growth mindset, academic grit, and academic self-efficacy on the academic engagement of undergraduate students in mainland China. A key ancillary goal was to explore the real-time dynamics and psychological mechanisms of these relationships. We surveyed 593 students from three diverse Chinese universities, assessing these constructs. Structural Equation Modeling (SEM) showed both growth mindset and academic grit positively predicted academic self-efficacy and engagement. Importantly, academic self-efficacy partially mediated these relationships, highlighting its crucial psychological role. Qualitative focus group interviews (n=3 groups) corroborated these findings, revealing three themes: (a) embracing challenges as learning opportunities, (b) self-efficacy as key for proactive engagement, and (c) cultural factors shaping motivation. Crucially, Ecological Momentary Assessment (EMA) diaries from 30 participants offered granular, in-situ insights into the real-time activation and fluctuation of these motivational constructs and their immediate impact on daily engagement. EMA illuminated how perceived competence directly triggers or inhibits active academic involvement. This study underscores the importance of fostering growth mindset, grit, and especially self-efficacy, to enhance academic engagement in Chinese undergraduates, with implications for culturally sensitive and moment-aware educational interventions.