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The Influence Of Growth Mindset And Optimism On Learning Engagement Among College Students In China: The Mediating Role Of Perceived Teacher Support

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dc.contributor.authorLi, Xiuxiu
dc.date.accessioned2026-07-15T07:38:51Z
dc.date.available2026-07-15T07:38:51Z
dc.date.issued2025-08
dc.description.abstractThe purpose of this study is to explore the influence of growth mindset, optimism, and perceived teacher support towards learning engagement among college students in China. This present study also looks at the effectiveness of the mediator that is the perceived teacher support in influencing the growth mindset and optimism toward learning engagement of college students. The methodology used is a quantitative study. The research instrument used is in the form of a questionnaire. This study was theoretically grounded in Self-Determination Theory (SDT), Implicit Theories of Intelligence (ITI), Reciprocal Determinism(RD), and Ecological Systems Theory (EST).
dc.identifier.urihttps://erepo.usm.my/handle/123456789/24707
dc.language.isoen
dc.subjectThe Influence Of Growth Mindset And Optimism On Learning Engagement
dc.subjectCollege Students In China
dc.subjectThe Mediating Role Of Perceived Teacher Support
dc.titleThe Influence Of Growth Mindset And Optimism On Learning Engagement Among College Students In China: The Mediating Role Of Perceived Teacher Support
dc.typeResource Types::text::thesis::doctoral thesis
dspace.entity.typePublication
oairecerif.author.affiliationUniversiti Sains Malaysia
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