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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1353360
This article is part of the Research Topic Highlights in Educational Psychology: Teacher-student Relationship View all 25 articles

Interconnected Factors in EFL Engagement: Classroom Climate, Growth Mindset, and Achievement Goals

Provisionally accepted
Weiran Ma Weiran Ma *Weian Yang Weian Yang Qinggang Bu Qinggang Bu
  • Northeast Normal University, Changchun, China

The final, formatted version of the article will be published soon.

    This study investigates the relationships among classroom climate, student growth mindset, achievement goal orientation, and student engagement within the context of English as a foreign language (EFL) education in China. Data were collected from 587 Chinese undergraduate EFL students using a questionnaire that assessed their perceptions of classroom climate, growth mindset, achievement goal orientation, and student engagement. Structural equation modeling (SEM) was employed to examine the interplay among the constructs. The results revealed significant positive correlations among all variables, indicating their interconnectedness in the EFL context. Moreover, the SEM analysis confirmed that both classroom climate and growth mindset directly and positively predicted student engagement. Importantly, achievement goal orientation was found to mediate the relationship between both classroom climate and student engagement, and growth mindset and student engagement. The findings have practical implications for EFL educators, emphasizing the need to cultivate a positive classroom climate and promote masteryoriented goals to enhance student motivation and facilitate successful language acquisition.

    Keywords: Classroom climate, growth mindset, achievement goal orientation, student engagement, EFL education, Structural Equation Modeling

    Received: 10 Dec 2023; Accepted: 07 Oct 2024.

    Copyright: © 2024 Ma, Yang and Bu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Weiran Ma, Northeast Normal University, Changchun, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.