From Growth Mindset to Satisfaction: Mediating Roles of Self-Regulation and Engagement in Online Music Learning
Abstract
Despite the rapid expansion of online higher education, students’ learning experiences in online music courses remain uneven, especially in terms of engagement, self-regulation, and satisfaction. To address this issue, this study examines how growth mindset influences students’ learning experience in online music courses, with a focus on online self-regulation learning, online learning engagement, and online learning satisfaction. A total of 440 university music students from Yunnan, China, completed the questionnaire, and the data were analysed using SmartPLS 4.0. The results show that growth mindset has a positive effect on online self-regulation learning, online learning engagement, and online learning satisfaction. Online self-regulation learning also increases online learning engagement and online learning satisfaction. In addition, both online self-regulation learning and online learning engagement serve as important mediators between growth mindset and online learning satisfaction. These findings help explain how students manage and participate in online music classes and provide practical suggestions for improving online music teaching.
Downloads
References
Baber, H. (2020). Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic of COVID19. Journal of Education and E-Learning Research, 7(3), 285–292. https://doi.org/10.20448/journal.509.2020.73.285.292
Bai, B., & Wang, J. (2023). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research, 27(1), 207–228. https://doi.org/10.1177/1362168820933190
Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S.-L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1–6. https://doi.org/10.1016/j.iheduc.2008.10.005
Chen, J. A., & Pajares, F. (2010). Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science. Contemporary Educational Psychology, 35(1), 75–87. https://doi.org/10.1016/j.cedpsych.2009.10.003
Deci, E. L., & Ryan, R. M. (2012). Self-Determination Theory. In Handbook of Theories of Social Psychology: Volume 1 (pp. 416–437). SAGE Publications Ltd. https://doi.org/10.4135/9781446249215.n21
Dixson, M. D. (2015). Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). Online Learning, 19(4). https://doi.org/10.24059/olj.v19i4.561
Dweck, C. S. (2006). Mindset: The new psychology of success. In Mindset: The new psychology of success. Random House.
Feldman-Maggor, Y., Tuvi-Arad, I., & Blonder, R. (2024). Navigating the online learning journey by self-regulation: Teachers as learners. Computers & Education, 219, 105074. https://doi.org/10.1016/j.compedu.2024.105074
Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics.
Hair, J. F. (2014). A primer on partial least squares structural equations modeling (PLS-SEM). SAGE.
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2013). Partial Least Squares Structural Equation Modeling: Rigorous Applications, Better Results and Higher Acceptance. Long Range Planning, 46(1–2), 1–12. https://doi.org/10.1016/j.lrp.2013.01.001
Haiyang, & Ismail, M. J. (2022). Impact of Music ODL on Student’s Learning in Chinese Universities. Environment-Behaviour Proceedings Journal, 7(SI7), 369–374. https://doi.org/10.21834/ebpj.v7iSI7.3806
Heikkinen, S., Saqr, M., Malmberg, J., & Tedre, M. (2025). A longitudinal study of interplay between student engagement and self-regulation. International Journal of Educational Technology in Higher Education, 22(1), 21. https://doi.org/10.1186/s41239-025-00523-3
Hwang, S., & Kim, H. K. (2022). Development and validation of the e-learning satisfaction scale (eLSS). Teaching and Learning in Nursing, 17(4), 403–409. https://doi.org/10.1016/j.teln.2022.02.004
Jansen, R. S., van Leeuwen, A., Janssen, J., Conijn, R., & Kester, L. (2020). Supporting learners’ self-regulated learning in Massive Open Online Courses. Computers & Education, 146, 103771. https://doi.org/10.1016/j.compedu.2019.103771
Jiang, Y., Liu, H., Yao, Y., Li, Q., & Li, Y. (2023). The Positive Effects of Growth Mindset on Students’ Intention toward Self-Regulated Learning during the COVID-19 Pandemic: A PLS-SEM Approach. Sustainability, 15(3), 2180. https://doi.org/10.3390/su15032180
Kedia, P., & Mishra, L. (2023). Exploring the factors influencing the effectiveness of online learning: A study on college students. Social Sciences & Humanities Open, 8(1), 100559. https://doi.org/10.1016/j.ssaho.2023.100559
Lei, J., & Lin, T. (2022). Emergency Online Learning: The Effects of Interactional, Motivational, Self-Regulatory, and Situational Factors on Learning Outcomes and Continuation Intentions. The International Review of Research in Open and Distributed Learning, 23(3), 43–60. https://doi.org/10.19173/irrodl.v23i3.6078
Liang, Saraf, Hu, & Xue. (2007). Assimilation of Enterprise Systems: The Effect of Institutional Pressures and the Mediating Role of Top Management. MIS Quarterly, 31(1), 59. https://doi.org/10.2307/25148781
Miao, J., & Ma, L. (2022). Students’ online interaction, self-regulation, and learning engagement in higher education: The importance of social presence to online learning. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.815220
Nusseck, M., & Spahn, C. (2021). Musical Practice in Music Students During COVID-19 Lockdown. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.643177
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00422
Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
Pikhart, M., Klimova, B., Al-Obaydi, L. H., Dziuba, S., & Cierniak-Emerych, A. (2022). The quantitative evaluation of subjective satisfaction with digital media in L2 acquisition in younger adults: A study from Europe, Asia, and Latin America. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.946187
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459–470. https://doi.org/10.1016/S0883-0355(99)00015-4
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
Rogers, D., & Swan, K. (2004). Self-Regulated Learning and Internet Searching. Teachers College Record: The Voice of Scholarship in Education, 106(9), 1804–1824. https://doi.org/10.1111/j.1467-9620.2004.00406.x
Rucsanda, M. D., Belibou, A., & Cazan, A.-M. (2021). Students’ Attitudes Toward Online Music Education During the COVID 19 Lockdown. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.753785
Schmidt, J. A., Shumow, L., & Kackar-Cam, H. Z. (2017). Does Mindset Intervention Predict Students’ Daily Experience in Classrooms? A Comparison of Seventh and Ninth Graders’ Trajectories. Journal of Youth and Adolescence, 46(3), 582–602. https://doi.org/10.1007/s10964-016-0489-z
Sharif Nia, H., Marôco, J., She, L., Khoshnavay Fomani, F., Rahmatpour, P., Stepanovic Ilic, I., Mohammad Ibrahim, M., Muhammad Ibrahim, F., Narula, S., Esposito, G., Gorgulu, O., Naghavi, N., Pahlevan Sharif, S., Allen, K.-A., Kaveh, O., & Reardon, J. (2023). Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study. PLOS ONE, 18(10), e0285315. https://doi.org/10.1371/journal.pone.0285315
Shih, S.-S. (2011). Perfectionism, Implicit Theories of Intelligence, and Taiwanese Eighth-Grade Students’ Academic Engagement. The Journal of Educational Research, 104(2), 131–142. https://doi.org/10.1080/00220670903570368
Sigmundsson, H., & Haga, M. (2024). Growth Mindset Scale: Aspects of reliability and validity of a new 8-item scale assessing growth mindset. New Ideas in Psychology, 75, 101111. https://doi.org/10.1016/j.newideapsych.2024.101111
Sun, Z., & Mu, B. (2023). Motivating online language learning: exploring ideal L2 self, grit, and self-efficacy in relation to student satisfaction. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1293242
Teng, M. F., Mizumoto, A., & Takeuchi, O. (2024). Understanding growth mindset, self-regulated vocabulary learning, and vocabulary knowledge. System, 122, 103255. https://doi.org/10.1016/j.system.2024.103255
Tian, M., & Lu, G. (2022). Online learning satisfaction and its associated factors among international students in China. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.916449
Wang, X., & Wang, Y. (2024). The impact of perceived social support on e-learning engagement among college students: serial mediation of growth mindset and subjective well-being. European Journal of Psychology of Education, 39(4), 4163–4180. https://doi.org/10.1007/s10212-024-00853-2
Wei, X., Saab, N., & Admiraal, W. (2023). Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies. The Internet and Higher Education, 56, 100880. https://doi.org/10.1016/j.iheduc.2022.100880
Wu, W., Hu, R., Tan, R., & Liu, H. (2022). Exploring Factors of Middle School Teachers’ Satisfaction with Online Training for Sustainable Professional Development under the Impact of COVID-19. Sustainability, 14(20), 13244. https://doi.org/10.3390/su142013244
Xu, Q., Wu, J., & Peng, H. (2022). Chinese EFL University Students’ Self-Efficacy for Online Self-Regulated Learning: Dynamic Features and Influencing Factors. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.912970
Zhao, H., Xiong, J., Zhang, Z., & Qi, C. (2021). Growth Mindset and College Students’ Learning Engagement During the COVID-19 Pandemic: A Serial Mediation Model. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.621094
Zhao, S., Du, H., Li, Q., Wu, Q., & Chi, P. (2021). Growth mindset of socioeconomic status boosts subjective well-being: A longitudinal study. Personality and Individual Differences, 168, 110301. https://doi.org/10.1016/j.paid.2020.110301
Zheng, Y., & Xiao, A. (2024). A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1276266
