Impact of communication anxiety on L2 WTC of middle school students: Mediating effects of growth language mindset and language learning motivation
PLoS ONE,
Год журнала:
2025,
Номер
20(1), С. e0304750 - e0304750
Опубликована: Янв. 14, 2025
Previous
research
has
shown
a
connection
between
communication
anxiety
and
willingness
to
communicate
(WTC)
among
English
as
foreign/second
language
(L2)
learners.
Nonetheless,
the
potential
mediating
roles
of
learners'
beliefs
like
growth
mindset
learning
motivation
have
not
been
thoroughly
investigated,
particularly
in
context
middle
school
This
study
aimed
explore
relationship
L2
WTC
by
considering
motivation.
To
achieve
this
goal,
an
online
survey
was
administered
847
participants
from
five
schools
eastern
China.
Structural
equation
modeling
employed
analyze
collected
data.
The
findings
revealed
that
negatively
impacted
mindset,
while
positively
influenced
Additionally,
had
negative
effect
on
both
motivation,
whereas
exerted
positive
Moreover,
either
individually
or
synergistically,
played
WTC.
These
significant
implications
for
understanding
interrelationship
variables,
offering
innovative
perspective
effects
secondary
students.
Consequently,
provides
valuable
insights
instruction
students
teachers.
Язык: Английский
Students’ mindsets, burnout, anxiety and classroom engagement in language learning: a latent profile analysis
Innovation in Language Learning and Teaching,
Год журнала:
2025,
Номер
unknown, С. 1 - 16
Опубликована: Апрель 16, 2025
Язык: Английский
Mindsets Matter: A Mediation Analysis of the Role of a Technological Growth Mindset in Generative Artificial Intelligence Usage in Higher Education
Education Sciences,
Год журнала:
2025,
Номер
15(3), С. 310 - 310
Опубликована: Март 3, 2025
In
the
digital
era,
generative
artificial
intelligence
(GAI)
is
increasingly
used
in
higher
education,
yet
psychological
factors
influencing
its
adoption
are
underexplored.
This
study
examines
role
of
a
growth
mindset
towards
technology,
defined
as
belief
that
technological
abilities
can
be
developed
predicting
GAI
usage
among
Chinese
undergraduates.
Using
Unified
Theory
Acceptance
and
Use
Technology
(UTAUT),
this
explored
mediating
roles
performance
expectancy,
effort
technology
anxiety.
A
total
500
students
participated
an
online
survey.
Mediation
analysis
showed
predicted
through
anxiety,
even
when
perceived
external
resources
gender
were
statistically
controlled.
The
findings
underscore
importance
readiness,
alongside
technical
skills,
fostering
education.
Future
research
should
use
longitudinal
experimental
designs
to
validate
these
results.
Язык: Английский
The rich get richer: Socioeconomic advantage amplifies the role of growth mindsets in learning
British Journal of Educational Psychology,
Год журнала:
2025,
Номер
unknown
Опубликована: Март 3, 2025
Abstract
Background
Past
studies
on
mindsets
have
mostly
examined
them
as
an
individual
difference
variable.
However,
the
mindset‐by‐context
framework
argues
that
do
not
occur
within
a
vacuum,
and
their
successful
implementation
depends
social
context.
One
of
most
important
contexts
for
students
is
socioeconomic
conditions
families,
schools
countries.
Aims
This
study
aimed
to
examine
whether
growth
were
associated
with
focal
learning‐related
outcomes
moderated
association
between
outcomes.
Methods
Multilevel
analyses
conducted
analyse
Program
International
Student
Assessment
(PISA)
2018
database
612,004
from
80
Results
Having
mindset
was
positively
academic
achievement,
intrinsic
motivation
engagement.
Furthermore,
affluent
schools,
countries
benefited
more
mindset,
supporting
‘rich
get
richer’
hypothesis.
We
did
find
any
support
compensatory
hypothesis,
which
assumes
would
be
advantageous
disadvantaged
students.
Conclusion
extends
research
by
emphasizing
role
context,
particularly
at
family,
school
country
levels.
Язык: Английский