The Effect of Growth Mindset on Language Learning Engagement among College Students in Nanchang City, China: The Mediator Role of Perceived Teacher Support

Authors

  • Xiuxiu Li

    School of Educational Studies, Universiti Sains Malaysia, Penang 11800, Malaysia
  • Shahabuddin Bin Hashim

    School of Educational Studies, Universiti Sains Malaysia, Penang 11800, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i11.11186
Received: 21 July 2025 | Revised: 13 August 2025 | Accepted: 29 August 2025 | Published Online: 28 October 2025

Abstract

This study examines the impact of a growth mindset on English language learning engagement among college students in Nanchang, China, within the framework of English as a Foreign Language (EFL) education. This present study also looks at the effectiveness of the mediator, that is, the perceived teacher support, in influencing the growth mindset towards language learning engagement of college students. The methodology used is a quantitative study. The research instrument used is in the form of a questionnaire. The question items were adapted from various reference sources where Self-determination Theory and, Implicit Theory of Intelligence were used as the theoretical foundation in this study. It investigates the mediating role of perceived teacher linguistic support—defined by motivational language, feedback style, and language scaffolding. Data were collected from 472 EFL undergraduate students through validated scales measuring growth mindset, perceived linguistic support, and language-specific engagement (e.g., English discussion participation, writing tasks). The measurement model and structural model were assessed using Social Sciences (SPSS) version 24.0 and Smart PLS-SEM (Partial Least Squares-Structural Equation Modeling) version 3.2.9 software. Structural Equation Modeling indicated that a growth mindset positively forecasts language learner engagement, with this link being somewhat mediated by teacher linguistic support. In addition, addresses an under-researched intersection in Chinese higher education: the mediating role of perceived teacher support between growth mindset and engagement. Therefore, these findings highlight the significance of fostering both learner mindset and pedagogical language strategies in enhancing EFL outcomes.

Keywords:

Language Learning Engagement; Growth Mindset; Teacher Support

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How to Cite

Li, X., & Bin Hashim, S. (2025). The Effect of Growth Mindset on Language Learning Engagement among College Students in Nanchang City, China: The Mediator Role of Perceived Teacher Support. Forum for Linguistic Studies, 7(11), 1478–1490. https://doi.org/10.30564/fls.v7i11.11186

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Vol. 7 , Iss. 11 (November 2025)

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Copyright © 2025 Xiuxiu Li, Shahabuddin Bin Hashim

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