Exploring Mindset Profiles and Their Associations With Enjoyment, Ideal Self, Grit, and Achievement Among Chinese Adolescent Language Learners: A Latent Profile Analysis

ABSTRACT Mindset plays a crucial role in the learning process and outcomes. However, its impact on language learning remains underexplored. This study, grounded in the mindset theory, investigates the mindset profiles of language learners and their effects on language learning, with a focus on emotions (enjoyment), motivation (ideal self), personality traits (i.e., grit), and achievement. Data were collected via a composite questionnaire from 660 Chinese high school English as foreign language learners. Latent profile analysis identified three language mindset profiles: growth, mixed, and fixed. The majority of students were categorized under the mixed mindset profile. Students in the growth mindset profile showed the highest levels of enjoyment and ideal self, followed by those in the mixed and fixed mindset profiles. Additionally, those in the growth mindset profile demonstrated higher grit (perseverance of effort and consistency of interest) and achievement (self‐perceived and actual) compared to the mixed and fixed profiles, with no significant differences between the latter two groups. These findings highlight the importance of fostering a growth mindset in language learners and provide pedagogical implications for enhancing language learning and outcomes.