Understanding Motivation-Mindsets in English Learning: The Roles of Basic Psychological Needs, Language Learning Anxiety, and English Proficiency

• In Event: Mindsets and Motivation Across Contexts: Developmental and Disciplinary Perspectives on Self-Beliefs and Learning

Abstract

This study examined motivation-mindset profiles in 392 Hong Kong secondary school students' English learning, as well as the relationships of these profiles with basic psychological needs satisfaction (BPNS), anxiety, and language proficiency. Latent profile analysis identified four distinct profiles: intrinsic-growth, extrinsic-fixed, average-motivated, and high-motivated. The intrinsic-growth profile demonstrated the highest proficiency and the lowest anxiety, while the extrinsic-fixed profile showed the lowest proficiency; notably, the average-motivated profile exhibited the highest level of anxiety. In terms of BPNS, autonomy and competence satisfaction emerged as predictors of the intrinsic-growth pattern, whereas relatedness satisfaction inhibited the extrinsic-fixed pattern. These findings highlight the differentiating roles of specific psychological needs in fostering beneficial motivation-mindset patterns.

Authors

• Jiatong Zhang, The Chinese University of Hong Kong

• Barry Bai, Chinese University of Hong Kong

• Hongfang Li, Baicaoyuan Kindergarten

• Yu Su, The Chinese University of Hong Kong

• Qingyao Dan, The Chinese University of Hong Kong

• To Chan, The Chinese University of Hong Kong

• Miranda Lin, Illinois State University