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Growth Language Mindset and Engagement in Foreign Language Classes: An Associational Perspective Integrating Self-Efficacy for Self-Regulated Learning

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Title: Growth Language Mindset and Engagement in Foreign Language Classes: An Associational Perspective Integrating Self-Efficacy for Self-Regulated Learning
Language: English
Authors: Ngan Tran (ORCID 0000-0002-9298-9818), Mike Yough (ORCID 0000-0003-2130-337X)
Source: Journal of Psycholinguistic Research. 2026 55(4).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Students, College Second Language Programs, Second Language Learning, Self Efficacy, Learner Engagement, Beliefs, Independent Study
Geographic Terms: Vietnam
DOI: 10.1007/s10936-026-10266-5
ISSN: 0090-6905
Abstract: The present study investigated the relationships between growth language mindset and behavioral, emotional, agentic, and cognitive engagement in foreign language learning. Additionally, it examined the role of self-efficacy for self-regulated learning in accounting for the connections between growth language mindset and the four dimensions of engagement. We collected data from 354 undergraduate students at a large foreign language institution in Vietnam. Data were analyzed using Structural Equation Modeling and interpreted within an Associational Variable Analysis framework, with bootstrapping for assessing indirect associations. The results indicated that a growth language mindset was significantly associated with behavioral, emotional, and agentic engagement with small effect sizes, and with cognitive engagement with a moderate effect size. Self-efficacy for self-regulated learning fully accounted for the associations between growth language mindset and behavioral, emotional, and agentic engagement, and partially accounted for the association with cognitive engagement. The study unraveled the shared and unique relationships among the two self-beliefs and the four dimensions of engagement, highlighting a potential avenue for formal exploration of mediational hypotheses that examine self-efficacy in taking control of learning as a mechanism linking language-related self-beliefs and investment in foreign language learning.
Abstractor: As Provided
Notes: https://doi.org/10.17605/OSF.IO/NDKRV
Entry Date: 20260101
Accession Number: EJ1511392
Database: ERIC
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  Data: Growth Language Mindset and Engagement in Foreign Language Classes: An Associational Perspective Integrating Self-Efficacy for Self-Regulated Learning
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  Data: <searchLink fieldCode="AR" term="%22Ngan+Tran%22">Ngan Tran</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9298-9818">0000-0002-9298-9818</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mike+Yough%22">Mike Yough</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2130-337X">0000-0003-2130-337X</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Second+Language+Programs%22">College Second Language Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Vietnam%22">Vietnam</searchLink>
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  Data: The present study investigated the relationships between growth language mindset and behavioral, emotional, agentic, and cognitive engagement in foreign language learning. Additionally, it examined the role of self-efficacy for self-regulated learning in accounting for the connections between growth language mindset and the four dimensions of engagement. We collected data from 354 undergraduate students at a large foreign language institution in Vietnam. Data were analyzed using Structural Equation Modeling and interpreted within an Associational Variable Analysis framework, with bootstrapping for assessing indirect associations. The results indicated that a growth language mindset was significantly associated with behavioral, emotional, and agentic engagement with small effect sizes, and with cognitive engagement with a moderate effect size. Self-efficacy for self-regulated learning fully accounted for the associations between growth language mindset and behavioral, emotional, and agentic engagement, and partially accounted for the association with cognitive engagement. The study unraveled the shared and unique relationships among the two self-beliefs and the four dimensions of engagement, highlighting a potential avenue for formal exploration of mediational hypotheses that examine self-efficacy in taking control of learning as a mechanism linking language-related self-beliefs and investment in foreign language learning.
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