Author(s)

Lingyu Zhou ¹

Affiliation(s)

¹ School of English Studies, Xi'an International Studies University, Xi'an, China

Corresponding Author

Lingyu Zhou

ABSTRACT

A growth language mindset is critical in enhancing language school engagement. However, the underlying mechanisms through which this mindset influences school engagement remain insufficiently understood. To address this gap, the present study introduces cognitive flexibility as a potential mediator to examine the internal mechanisms linking growth language mindset and school engagement among EFL learners. The findings reveal that a growth language mindset is significantly associated with higher levels of school engagement, suggesting that learners who believe in the malleability of their language abilities are more likely to engage actively and persistently in the language learning process. Moreover, cognitive flexibility was identified as a mediator, highlighting its role in facilitating greater involvement in learning. These results emphasize the importance of promoting a growth language mindset in EFL contexts, as it can not only boost learner engagement but also improve language learning outcomes.

KEYWORDS

Growth language mindset, school engagement, cognitive flexibility, EFL learners

CITE THIS PAPER

Lingyu Zhou, The Relationship between EFL Learners' Growth Language Mindsets and School Engagement: The Mediating Role of Cognitive Flexibility. Applied & Educational Psychology (2024) Vol. 5: 109-115. DOI: http://dx.doi.org/10.23977/appep.2024.050716.

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