From growth mindset to positive outcomes in L2 learning: Examining the mediating roles of autonomous motivation and engagement

IF 5.4 3区材料科学 Q2 CHEMISTRY, PHYSICAL

ACS Applied Energy Materials Pub Date : 2024-10-21 DOI:10.1016/j.system.2024.103519

Yan Jiang , Lili Tian , Nigel Mantou Lou

{"title":"From growth mindset to positive outcomes in L2 learning: Examining the mediating roles of autonomous motivation and engagement","authors":"Yan Jiang , Lili Tian , Nigel Mantou Lou","doi":"10.1016/j.system.2024.103519","DOIUrl":null,"url":null,"abstract":"<div><div>From a positive psychology perspective, adopting a growth mindset in language learning cultivates positive learning goals and sustains motivational drive. However, the extent to which these motivational benefits translate into tangible language learning outcomes remains controversial. Drawing from the language learning motivational process model, this study investigates the predictive power of growth language mindset on second language (L2) achievement and the mediating role of autonomous motivation and engagement. High-school English language learners in China (<em>n</em> = 486) completed mindset, motivation, and engagement questionnaires, and we retrieved their subsequent English test scores. The results suggested that growth language mindset positively, albeit weakly, predicted subsequent L2 achievement (<em>r</em> = 0.17). Further, autonomous motivation and engagement sequentially mediated the link between growth language mindset and L2 achievement. Engagement also acted as an independent mediator (although this was not the case for autonomous motivation). The study provides theoretical insights into the mechanisms through which growth language mindset can positively impact L2 learning, and identifies practical pedagogical implications for L2 classrooms.</div></div>","PeriodicalId":4,"journal":{"name":"ACS Applied Energy Materials","volume":null,"pages":null},"PeriodicalIF":5.4000,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"ACS Applied Energy Materials","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0346251X24003014","RegionNum":3,"RegionCategory":"材料科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CHEMISTRY, PHYSICAL","Score":null,"Total":0}

引用次数: 0

Abstract

From a positive psychology perspective, adopting a growth mindset in language learning cultivates positive learning goals and sustains motivational drive. However, the extent to which these motivational benefits translate into tangible language learning outcomes remains controversial. Drawing from the language learning motivational process model, this study investigates the predictive power of growth language mindset on second language (L2) achievement and the mediating role of autonomous motivation and engagement. High-school English language learners in China (n = 486) completed mindset, motivation, and engagement questionnaires, and we retrieved their subsequent English test scores. The results suggested that growth language mindset positively, albeit weakly, predicted subsequent L2 achievement (r = 0.17). Further, autonomous motivation and engagement sequentially mediated the link between growth language mindset and L2 achievement. Engagement also acted as an independent mediator (although this was not the case for autonomous motivation). The study provides theoretical insights into the mechanisms through which growth language mindset can positively impact L2 learning, and identifies practical pedagogical implications for L2 classrooms.

查看原文本刊更多论文

从成长心态到 L2 学习的积极成果：研究自主动机和参与的中介作用

从积极心理学的角度来看，在语言学习中采用成长型思维模式可以培养积极的学习目标，并保持学习动力。然而，这些学习动机的益处能在多大程度上转化为切实的语言学习成果仍存在争议。本研究从语言学习动机过程模型出发，探讨了成长型语言思维模式对第二语言（L2）成绩的预测力，以及自主动机和参与的中介作用。中国的高中英语学习者（n = 486）填写了思维模式、学习动机和参与度问卷，我们还检索了他们随后的英语测试成绩。结果表明，成长型语言思维方式对学习者随后的语言学习成绩有积极的预测作用，尽管作用较弱（r = 0.17）。此外，自主动机和参与在成长型语言思维模式与学习成绩之间起到了连续的中介作用。参与也起到了独立中介的作用（尽管自主动机并非如此）。这项研究为成长型语言思维模式对 L2 学习产生积极影响的机制提供了理论上的见解，并为 L2 课堂确定了实际的教学意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

ACS Applied Energy Materials Materials Science-Materials Chemistry

CiteScore

10.30

自引率

6.20%

发文量

1368

期刊介绍： ACS Applied Energy Materials is an interdisciplinary journal publishing original research covering all aspects of materials, engineering, chemistry, physics and biology relevant to energy conversion and storage. The journal is devoted to reports of new and original experimental and theoretical research of an applied nature that integrate knowledge in the areas of materials, engineering, physics, bioscience, and chemistry into important energy applications.