Abstract: This study conducted a questionnaire survey on 311 college students in a “double first-class” constructioncolleges, explored the intermediary role of adaptability between college students’ academic delayed gratification and learning engagement, and clarified the path of college students’ academic delayed gratification on their learning engagement behavior.The direct effect of college students’ academic delayed gratification on their learning engagement is not significant, but academic adaptability has a significant complete mediating effect between academic delayed gratification and learning engagement.The mediating effect of college students’ psychological adaptability on their academic delayed gratification and learning engagement is not significant, but academic delayed gratification can significantly predict their learning engagement through the chain mediating effect of academic adaptability and psychological adaptability. Based on the above empirical conclusions, colleges should fully investigate the learning situation of college students, actively explore to improve the level of academic delayedgratification of college students, and attach great importance to their learning adaptation and psychological adaptation, so as to promote the learning engagement of college students.