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How do growth mindsets contribute to academic engagement in L2 classes? The mediating and moderating roles of the L2 motivational self system.

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Title: How do growth mindsets contribute to academic engagement in L2 classes? The mediating and moderating roles of the L2 motivational self system.
Authors: Sadoughi, Majid1 (AUTHOR), Hejazi, S. Yahya2 (AUTHOR) s.yahya.hejazi@gmail.com, Lou, Nigel Mantou3,4 (AUTHOR)
Source: Social Psychology of Education. Feb2023, Vol. 26 Issue 1, p241-261. 21p. 2 Diagrams, 3 Charts, 1 Graph.
Subject Terms: *Student engagement, *Motivation (Psychology), *Native language, Self, Structural equation modeling, Cluster sampling
Geographic Terms: Iran
Abstract: Language mindsets and second language motivational self system (L2MSS) are two important motivational frameworks in understanding second language (L2) engagement. We argue that whether and how mindsets predict academic engagement can be explained by L2MSS components (ideal L2 self, ought-to L2 self, and learning experience). Using a multi-stage cluster sampling method, we collected survey data from 384 English-as-a-Foreign-Language (EFL) learners in Iran. Results of structural equation modelling showed that growth mindsets predicted academic engagement via ideal L2 self, but not via ought-to L2 self. Moreover, the association between mindsets and academic engagement was moderated by learning experience. Mindsets positively predicted engagement only for learners who had more favourable learning experiences. We discussed theoretical implications for integrating L2MSS and mindsets theories to better understand learners' engagement, and highlighted that promoting growth mindsets should be combined with positive learning experiences. [ABSTRACT FROM AUTHOR]
Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Social+Psychology+of+Education%22">Social Psychology of Education</searchLink>. Feb2023, Vol. 26 Issue 1, p241-261. 21p. 2 Diagrams, 3 Charts, 1 Graph.
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  Data: *<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Native+language%22">Native language</searchLink><br /><searchLink fieldCode="DE" term="%22Self%22">Self</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Cluster+sampling%22">Cluster sampling</searchLink>
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  Data: Language mindsets and second language motivational self system (L2MSS) are two important motivational frameworks in understanding second language (L2) engagement. We argue that whether and how mindsets predict academic engagement can be explained by L2MSS components (ideal L2 self, ought-to L2 self, and learning experience). Using a multi-stage cluster sampling method, we collected survey data from 384 English-as-a-Foreign-Language (EFL) learners in Iran. Results of structural equation modelling showed that growth mindsets predicted academic engagement via ideal L2 self, but not via ought-to L2 self. Moreover, the association between mindsets and academic engagement was moderated by learning experience. Mindsets positively predicted engagement only for learners who had more favourable learning experiences. We discussed theoretical implications for integrating L2MSS and mindsets theories to better understand learners' engagement, and highlighted that promoting growth mindsets should be combined with positive learning experiences. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11218-022-09744-0
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              Text: Feb2023
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