心态
心理学
持久性(不连续性)
外语
功能(生物学)
资质
焦虑
数学教育
发展心理学
计算机科学
人工智能
进化生物学
生物
精神科
工程类
岩土工程
作者
Nigel Mantou Lou,Kathryn Everhart Chaffee,Kimberly A. Noels
标识
DOI:10.1017/s0272263121000401
摘要
Abstract 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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