GROWTH, FIXED, AND MIXED MINDSETS MINDSET SYSTEM PROFILES IN FOREIGN LANGUAGE LEARNERS AND THEIR ROLE IN ENGAGEMENT AND ACHIEVEMENT

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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Bibliographic Details
Published inStudies in second language acquisition Vol. 44; no. 3; pp. 607 - 632
Main Authors Lou, Nigel Mantou, Chaffee, Kathryn Everhart, Noels, Kimberly A.
Format Journal Article
LanguageEnglish
Published New York Cambridge University Press 01.07.2022
Subjects
Academic Achievement
Achievement Need
Anxiety
Beliefs
Classrooms
College Students
Educational objectives
Emotional Response
Epistemology
Goal Orientation
High School Students
Intelligence
Language
Language Aptitude
Language Arts
Language Proficiency
Learner Engagement
Learning
Learning Processes
Literature Reviews
Meta Analysis
Path Analysis
Persistence
Profiles
Psychological Patterns
Researchers
Scientific Principles
Second language instruction
Second Language Learning
Student Attitudes
Student Motivation
Students
World Views
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Summary: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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ISSN:0272-2631
1470-1545
DOI:10.1017/S0272263121000401