Does the value of diligence matter more in university students’ academic and non-academic outcomes? An examination to the mediation of achievement goals and the moderation of gender and residence status

In a rapidly modernizing society, Chinese traditional values continue to shape students’ learning processes and psychological health. Based on the hierarchical model of achievement motivation and the combination of an emic perspective, this study investigated the relative importance of diligence, compared with other traditional values (integrity, self-preservation, and self-interest), in Chinese undergraduates’ achievement goals and their academic and non-academic outcomes. It further examined the mediation of achievement goals and the multiple-group equivalence of the aforementioned relation patterns across gender and residence status. A three-session prospective online survey was conducted with 668 Chinese undergraduates (55.24 % female; mean age = 21.09 years). Results revealed that diligence was a stronger and robust predictor of mastery-based goals, performance-approach goals, intrinsic motivation and life satisfaction. Mastery-approach goals mediated the relationships between diligence and intrinsic motivation/positive affect, while performance-approach goals mediated the diligence-academic achievement association. Most effects were invariant across gender and residence status. © 2025 Elsevier Ltd.