Mindset Matters, but How? Unravelling Growth Language Mindset Through Set ‐ESEM and Latent Profile Analysis

Abstract

ABSTRACT While the positive influence of growth language mindset (GLM) on academic outcomes is well‐documented, its multidimensional mechanisms and learner heterogeneity remain under‐explored. To bridge this gap, this study examined how a multifaceted GLM, comprising general language intelligence beliefs, second language aptitude beliefs, and age sensitivity beliefs, relates to academic buoyancy and behavioural engagement. Variable‐centred Set‐Exploratory Structural Equation Modelling revealed dimension‐specific pathways: second language aptitude beliefs enhanced behavioural engagement via academic buoyancy, whereas general language intelligence beliefs exerted a direct positive effect. Complementing this, person‐centred Latent Profile Analysis based on GLM indicators identified four distinct learner profiles: ‘Fixed‐oriented Mindset’ (16.4%), ‘Low Growth Mindset’ (22.2%), ‘Moderate Growth Mindset’ (22.7%), and ‘High Growth Mindset’ (38.6%). Subsequent comparisons demonstrated a clear gradient, with ‘High Growth Mindset’ exhibiting the highest buoyancy and engagement. These findings elucidate the nuanced structural pathways and unobserved heterogeneity of GLM, underscoring the need for dimension‐specific and tailored pedagogical interventions to optimize language learning engagement.