Unpacking the mediating effects of language mindset on the relationship between ideal L2 self and learning engagement

Objectives: Recent studies in positive psychology have witnessed an increasing trend examining the influence of learning engagement in second language acquisition (SLA). Numerous antecedent studies reported that learners' motivation beliefs and language mindsets facilitated learning engagement. However, sporadic studies have attempted to investigate the effects of ideal L2 self on engagement with language mindsets as mediators. Methods: Adopting a structural equation modelling method, the study modeled the mediating effects of language mindset on ideal L2 self and learning engagement among a total of 431 undergraduates from a university located in central China. Results: The results are as follows: (1) ideal L2 self and growth mindset positively predict learners' behavioral, emotional, and cognitive engagement; (2) fixed mindset does not show statistically significant predictive effects on engagement and ideal L2 self; (3) growth mindset mediates the relationship between ideal L2 self and the three subscales of learning engagement. Conclusion: The study highlights the synergy between motivation and language mindset in boosting engagement and offers pedagogical guidance to both educators and language learners seeking to enhance teaching and learning engagement.