# The Relationship Between Perceived Social Support and Learning Engagement Among Chinese Vocational Students: A Moderated Chain Mediation Model

## TL;DR

This study explores how social support affects learning engagement in Chinese vocational students, with emotional resilience and mindfulness playing key roles.

## Contribution

The study introduces a moderated chain mediation model linking social support to learning engagement through emotional resilience and mindfulness, with depression as a moderator.

## Key findings

- Perceived social support directly and positively influences learning engagement.
- Emotional resilience and mindfulness mediate the relationship between social support and learning engagement.
- Depression moderates the effect of mindfulness on learning engagement, reducing its positive impact.

## Abstract

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.