The interplay of mindsets, aptitude, grit, and language achievement: What role does gender play?

The study aimed to examine the interrelationships between growth mindset, L2 aptitude, L2 grit, and L2 achievement, while also exploring the moderating role of gender in these interactions. A sample of 236 English-major students participated in the study by completing a language aptitude test and a...

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Bibliographic Details
Published in:Studies in second language acquisition 2024-07, Vol.46 (3), p.869-892
Main Authors: Teimouri, Yasser, Tahmouresi, Somayeh, Tabandeh, Farhad
Format: Article
Language:English
Subjects:
Academic achievement
Cognitive ability
Educational objectives
Gender differences
Investigations
Language
Language Acquisition
Language Aptitude
Motivation
Personality
Personality traits
Second language learning
Students
Citations: Items that this one cites
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Summary:The study aimed to examine the interrelationships between growth mindset, L2 aptitude, L2 grit, and L2 achievement, while also exploring the moderating role of gender in these interactions. A sample of 236 English-major students participated in the study by completing a language aptitude test and a questionnaire. The results of path analyses indicated that both aptitude and L2 grit similarly and positively predicted L2 achievement. The growth mindset had no direct effect on L2 achievement, whereas its indirect effects reached statistical significance. Moreover, growth mindset and L2 grit were found to be unrelated to L2 aptitude. Although female and male students did not differ significantly in their growth mindset, L2 aptitude, L2 grit, and L2 achievement scores, Multi-Group Path Analyses unveiled subtle gender differences.
ISSN:0272-2631
1470-1545
DOI:10.1017/S0272263124000330