Incremental Intelligence Matters: How L2 Writing Mindsets Impact Feedback Orientation and Self-Regulated Learning Writing Strategies

Abstract

This study investigated the relationship between growth and fixed mindsets, orientation toward written corrective feedback, and self-regulated learning (SRL) writing strategies in English writing among a group of university-level Chinese learners of English (N = 311). A questionnaire survey was sent to participants, and path model and mediation analysis were utilized to model the direct and indirect relationships between mindsets, feedback orientation, and SRL writing strategies. The results indicated that growth mindsets were positively correlated with feedback-seeking orientation, negatively correlated with feedback-avoiding orientation, and positively associated with cognitive, metacognitive, social behavior, and motivational regulation strategies; fixed mindsets were positively related to feedback-avoiding orientation and motivational regulation strategies. The results of mediation analysis showed that feedback-seeking orientation played a mediating role in the relationship between growth mindsets and cognitive, metacognitive, social behavior, and motivational regulation strategies. Implications for training English writing teachers and L2 writing instruction are discussed.