Impact of college students' perceived classroom management on their learning strategies: The mediating effect of academic emotions and the moderating effect of growth mindset

College students in Jiangxi Province, China, are the research object in this study, the purpose of which is to use the control value theory to explore the impact of perceived classroom management on students’ learning strategies, with a focus on the mediating role of academic emotions and the moderating role of a growth mindset. According to the results, the perceived classroom management of college students in Jiangxi Province, China, has a significant and positive impact on their learning strategies, academic emotions play a significant mediating role between these two factors, and a growth mindset plays a significant moderating role between them. It is suggested by the results of this study that colleges and universities should improve teachers' classroom management capabilities, pay close attention to the stimulation and maintenance of college students' positive emotions, and strengthen the cultivation of their growth mindset to effectively promote the optimisation of their learning strategies and improve their learning efficiency.