Who keeps practicing? Growth mindset and behavioral engagement in morning practice among arts students

Background In Chinese broadcasting and hosting arts and performing arts programs, students train foundational speech and voice skills in morning practice. Progress in this practice is slow to perceive. This study examined whether growth mindset relates to later behavioral engagement in morning practice through academic self-efficacy. It also examined whether this pathway is stronger at higher levels of perceived teacher support for growth mindset. Methods A total of 629 undergraduates from these programs completed surveys at three waves, in weeks 4, 6, and 8 of one semester. A moderated mediation model was tested with earlier levels controlled. Results Growth mindset was positively associated with later behavioral engagement. Academic self-efficacy carried part of this association. The association between growth mindset and academic self-efficacy was stronger at higher levels of perceived teacher support. So was the indirect association. Conclusion Growth mindset relates to later behavioral engagement in morning practice partly through academic self-efficacy, especially when students perceive more teacher support for growth mindset. Teacher practices that support growth mindset and make slow progress visible deserve attention in foundational arts training.