Learning engagement is essential in vocational education that can help in students’ development and equip them academically and professionally. The present study aimed to elucidate the dynamic interplay of perceived social support and engagement in learning among Chinese vocational students, examining a chain of mediation of emotional resilience and mindfulness and the moderating role of depression. A questionnaire was administered to 1545 Chinese vocational students. The evidence from this study suggested that (1) the perceived social support had a significant positive direct effect on learning engagement; (2) emotional resilience and mindfulness are chain mediators linking perceived social support to learning engagement; and (3) there was a significant moderating effect of depression on the mindfulness-to-engagement pathway. In particular, the facilitative effects of mindfulness on engagement in learning in cases of increased depression levels were comparably undermined. These results are useful in explaining the psychological processes underlying the effects of perceived social support on learning engagement among students in Chinese vocational colleges. Beyond the theoretical value, the evidence helps vocational educators develop more precise interventions for both learning support and mental well-being.
Xu et al. (Mon,) studied this question.