Mindsets as predictors for Chinese young language learners’ negative emotions in online language classes during the pandemic: mediating role of emotion regulation

Dong, Lianqi

doi:10.1080/01434632.2022.2159032

Cited by 10 publications

(4 citation statements)

References 55 publications

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“…A number of negative aspects have been linked to a fixed mindset. Dong (2022) found that a fixed mindset correlated with anger, shame, hopelessness, boredom and anxiety. Wang, Shirvan et al (2021) stated that learners with a fixed mindset suffered more from boredom.…”

Section: Language Mindsetsmentioning

confidence: 98%

“…Recently, a substantial body of research focused on L2 mindsets (Derakhshan, Fathi et al, 2022; Dong, 2022; Lou & Noels, 2019). Growth mindsets are linked to motivation (e.g., Lou & Noels, 2017) engagement (Sadoughi & Hejazi, 2023), academic achievement (Khajavy, MacIntyre, & Hariri, 2021), or ideal L2-self (e.g., Sadoughi et al, 2023).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Context can help learners to build growth mindsets, and teachers can help them to improve their mindsets (Haimovitz & Dweck, 2017; Lou & Noels, 2017). Dong (2022) recently reported that a growth mindset prevents the emergence of negative emotions for young learners. Additionally, previous research has indicated that educating students about growth mindset leads to moderate increases in academic success (Rattan et al, 2015; Shoshani, 2021; Yeager, Romero et al, 2016).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Examining the Interplay Between Growth and Fixed Mindsets, L2 Grit, and L2 Motivational Self-System of L2 Learners

Kırmızı,

Irgatoğlu,

Atalmış

2023

Sage Open

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The purpose of this study is to analyse the structural relations between L2 learners’ mindsets, L2 grit and the L2 motivational self-system (L2MSS). The main driving force behind the study is the observation that mindsets have emerged as a significant variable in language-teaching research over the past years. The study was conducted with 403 L2 learners. To see the structural relations between and among the variables in the study, a structural equation model was used. The revised model showed that a growth mindset affects both the perseverance of effort (POE) and the consistency of interest (COI), which are the components that make up grit. Moreover, POE and COI mediate the relationship between the growth mindset and L2MSS, with the highest mediating impact between growth mindset and ideal L2 self. The study discovered that a fixed mindset only predicted ought-to L2 self/others. Finally, several theoretical and pedagogical implications are proposed based on the findings of the study.

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Section: Language Mindsetsmentioning

confidence: 98%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

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Examining the Interplay Between Growth and Fixed Mindsets, L2 Grit, and L2 Motivational Self-System of L2 Learners

Kırmızı,

Irgatoğlu,

Atalmış

2023

Sage Open

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“…In SLA research, the role of achievement emotions in language learning has long been a topic of enormous interest for quite a time (Dong, 2022), particularly during the emotional turn (H. Liu et al, 2022;H. Liu & Song, 2021).…”

Section: Achievement Emotionsmentioning

confidence: 99%

How Regulatory Focus Associates With Chinese EFL Learners’ L2 Grit: The Mediating Effects of Achievement Emotions

Mei,

Yan,

Shen

2024

Sage Open

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Despite the rekindled interest in emotions and individual differences in second language acquisition (SLA) under the influence of positive psychology, the interrelationships among regulatory focus, L2 grit and achievement emotions remain under-researched. Drawing on structural equation modeling (SEM) approach, this study aimed to examine the predictive effects of regulatory focus on L2 grit through the mediation of achievement emotions. A total of 1043 non-English major undergraduates from a comprehensive university in central China participated in the study. Data were collected with a questionnaire adapted from three published scales and analyzed using multiple regression and multiple mediation analysis with a 1000-bootstrap method. Results showed that all three psychological constructs under investigation were correlated with each other and regulatory focus had an indirect predictive effect on L2 grit, which was mediated by achievement emotions. As with the mediating effect of achievement emotions, enjoyment and boredom had a partial mediating effect on the relationship between promotion focus and L2 grit, whereas hope and anxiety had a full mediating effect on the relationship between prevention focus and L2 grit. The findings are discussed in relation to the identified mediating mechanism for regulatory focus and L2 grit in boosting L2 learning motivation among Chinese English-as-a-foreign-language (EFL) learners.

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Exploring the Mediating Role of Emotions Between Growth Language Mindset and Engagement Among EFL Learners

Zhong,

Wang,

2023

Asia-Pacific Edu Res

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Mindsets as predictors for Chinese young language learners’ negative emotions in online language classes during the pandemic: mediating role of emotion regulation

Cited by 10 publications

References 55 publications

Examining the Interplay Between Growth and Fixed Mindsets, L2 Grit, and L2 Motivational Self-System of L2 Learners

Examining the Interplay Between Growth and Fixed Mindsets, L2 Grit, and L2 Motivational Self-System of L2 Learners

How Regulatory Focus Associates With Chinese EFL Learners’ L2 Grit: The Mediating Effects of Achievement Emotions

Exploring the Mediating Role of Emotions Between Growth Language Mindset and Engagement Among EFL Learners

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