Keywords
intelligence mindsets
anxiety
achievement
language learning
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Abstract
Recent research has yielded inconsistent findings regarding the role of language mindsets in students’ outcomes. One possible explanation is that prior studies have primarily focused on language intelligence mindsets, which concern the malleability of language aptitude, while overlooking learners’ beliefs about the changeability of their language performance (i.e., language performance mindsets). Thus, we introduce language performance mindsets and examine their unique contributions to second language (L2) learning. Using data from 1,248 English learners in China, we assessed students’ growth and fixed mindsets about language intelligence and performance, as well as their English achievement and English learning anxiety. Exploratory and confirmatory factor analyses examined the factorial distinction between the two mindsets, while paired-samples t-tests compared their mean levels and structural equation modeling examined their associations with achievement and anxiety. Results showed that performance mindsets were structurally distinct from intelligence mindsets and growth performance mindsets were the most prevalent beliefs. Growth intelligence mindsets were significantly associated with lower anxiety but not achievement, whereas growth performance mindsets positively predicted both achievement and anxiety. These findings expand the language mindset framework by highlighting the prevalence and distinct role of performance mindsets in L2 learning and call for further exploration of this dimension.
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