Low-to mid-level high school first-year EFL learners’ growth language mindset, grit, burnout, and engagement: Using serial mediation models to explore their relationships

Abstract

English-as-a-foreign-language (EFL) learning is a journey that rewards those with positive psychological qualities. This study investigated the relationships among low-to mid-level high school EFL learners' growth language mindset (GLMS), grit, burnout, and engagement, to gain insights into how learner beliefs, personality traits, and emotions affect EFL learning. A total of 868 first-year students from four schools located away from China's central cities participated in the questionnaire survey. Their data were analyzed using structural equation modelling (SEM). The serial mediation models show, among others, that 1) GLMS predicted L2 burnout directly and via L2 grit indirectly and influenced L2 engagement indirectly via L2 grit and L2 burnout, with second language aptitude beliefs (L2B) having more effects than general language intelligence beliefs (GLB), 2) in general, POE (perseverance of effort) had stronger effects than COI (consistency of interest), and 3) L2 burnout showed negative associations with GLMS, L2 grit, and L2 engagement and worked as an important mediator contributing to indirect relationships leading to L2 engagement. The theoretical and pedagogical implications of these findings are discussed. We especially call for support given to learners at low-to mid-level senior high schools to build their positive psychology.