Born to be an English speaker: motivational pathways of fixed mindset to success in EFL

Abstract

Several maladaptive motivational pathways to success have been investigated in foreign language (L2) learning. However, the links between a fixed mindset and academic success through language selves and academic buoyancy in English Preparatory Programs (EPP) of English Medium Instruction (EMI) universities have not been researched. Although the L2 Motivational Self System (L2MSS; Dörnyei, 2005) has been extensively used to describe L2 learners’ motivation, its links with important motivational constructs such us students’ mindset and academic buoyancy in the prediction of success have not been studied to fully describe L2 learners’ motivational pathways to success. In the present study, carried out on a sample of 343 Turkish EPP learners and through partial least squares structural equation modelling (PLSSEM), we identified the following maladaptive pathways: learners’ fixed mindset was related to their ought-to and feared L2 selves (Peker, 2016, 2020) positively and to their ideal L2 self and academic buoyancy negatively. Academic buoyancy and academic success were positively related. Significant negative indirect relationships between fixed mindset and academic buoyancy through L2 selves were identified in addition to significant negative indirect relationships between fixed mindset and academic success through L2 selves and academic buoyancy. We discuss EPP students’ motivational mechanisms in terms of their implications for facilitating their success.