GROWTH, FIXED, AND MIXED MINDSETS
Language learners’ mindsets–their beliefs about whether language is a fixed aptitude that is immutable or a malleable capacity that can be developed–are associated with achievement goals, language-use anxiety, reappraisals of challenges, and persistence. This study integrates these mindset-related c...
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| Published in | Studies in second language acquisition Vol. 44; no. 3; pp. 607 - 632 |
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| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
New York, USA
Cambridge University Press
09.07.2022
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| Online Access | Get full text |
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| Abstract | Language learners’ mindsets–their beliefs about whether language is a fixed aptitude that is immutable or a malleable capacity that can be developed–are associated with achievement goals, language-use anxiety, reappraisals of challenges, and persistence. This study integrates these mindset-related constructs to identify mindset-system profiles among foreign language learners. A latent profile analysis of 234 university students in foreign language courses revealed three distinct profiles. The fixed (21.8%) and growth (20.5%) profiles showed distinct and contrasting patterns of goals, reappraisals, anxiety, and persistence. However, most learners (57.7%) endorsed a mixed profile. Although mindsets alone did not predict grades, students in the growth profile were consistently most engaged and achieved the highest grades, suggesting that mindsets function as a system, in concert with related factors. This person-centered approach enhances our understanding of the complexity and functions of the mindset system, as well as the motivation of learners with mixed mindsets. |
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| AbstractList | Language learners’ mindsets–their beliefs about whether language is a fixed aptitude that is immutable or a malleable capacity that can be developed–are associated with achievement goals, language-use anxiety, reappraisals of challenges, and persistence. This study integrates these mindset-related constructs to identify mindset-system profiles among foreign language learners. A latent profile analysis of 234 university students in foreign language courses revealed three distinct profiles. The fixed (21.8%) and growth (20.5%) profiles showed distinct and contrasting patterns of goals, reappraisals, anxiety, and persistence. However, most learners (57.7%) endorsed a mixed profile. Although mindsets alone did not predict grades, students in the growth profile were consistently most engaged and achieved the highest grades, suggesting that mindsets function as a system, in concert with related factors. This person-centered approach enhances our understanding of the complexity and functions of the mindset system, as well as the motivation of learners with mixed mindsets. |
| Author | Noels, Kimberly A. Lou, Nigel Mantou Chaffee, Kathryn Everhart |
| Author_xml | – sequence: 1 givenname: Nigel Mantou orcidid: 0000-0003-1363-833X surname: Lou fullname: Lou, Nigel Mantou email: nigellou@uvic.ca organization: University of Victoria and University of Alberta – sequence: 2 givenname: Kathryn Everhart orcidid: 0000-0001-6381-0228 surname: Chaffee fullname: Chaffee, Kathryn Everhart organization: Université du Québec à Montréal and University of Alberta – sequence: 3 givenname: Kimberly A. surname: Noels fullname: Noels, Kimberly A. organization: University of Alberta |
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| Copyright | The Author(s), 2021. Published by Cambridge University Press |
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| DOI | 10.1017/S0272263121000401 |
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