Configurational Effects of Grit, Mindset, and Engagement on Language Achievement: Insights from fsQCA Approach

Abstract

Second language acquisition is a lengthy and complex process fraught with numerous obstacles and barriers. It requires learners to possess robust grit, adaptive mindsets, and active engagement to overcome the challenges encountered during the learning process. However, limited antecedent research has integrated the three factors into one framework and examined the configured joint effects on language achievement outcomes. Adopting a fuzzy-set qualitative comparative analysis (fsQCA), 431 tertiary-level university students were recruited to complete grit, engagement, and mindset questionnaires, and their language achievement was assessed through the grades they attained on the College English Test Band 4. The results from the direct path analysis and fsQCA analysis led to two major findings. First, perseverance of effort and behavioral engagement positively, albeit weakly, predicted L2 achievement, while fixed mindset negatively predicted achievement. Second, grit, mindset, and engagement can be configured in distinct ways that collectively contribute to high L2 achievement. The study replenished the traditional linear method and offered new pedagogical guidance to educators who seek to enhance students’ L2 achievements.