Abstract
Students' language mindsets are an emerging research field in the analysis of language learners' beliefs. This study measured Chinese junior high school students' language mindsets in a sample of 646 students (M = 14.96, SD = 0.71; 49.8% female). Three major findings were obtained. First, with few adaptions, the language mindsets inventory (Lou & Noels, 2017) was a reliable, validated scale to measure Chinese junior high school students’ language mindsets. Second, students in this study were categorized into three groups (i.e., growth-mindset learners, fixed-mindset learners, and slight-growth-mindset learners) according to their complex patterns of language mindsets and perceived English competence. Growth-mindset learners had the highest perceived English competence, followed by slight-growth-mindset learners and fixed-mindset learners. Third, growth-mindset and slight-growth-mindset learners displayed mastery responses to challenging situations in learning English as a foreign language, mediated by the learning goal; the mindset of fixed-mindset learners, however, appeared to directly, rather than indirectly, predict their helpless responses. This study concludes with a discussion of the research findings and pedagogical suggestions.
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