An exploration of psychological capital resources, mindfulness, L2 grit, and L2 achievement: An explanatory mixed-methods study

Abstract This mixed-methods study involving intermediate English as a foreign language (EFL) learners explored the connections between psychological capital (PsyCap) resources, mindfulness, second language (L2) grit, and English achievement. Although positive psychology is gaining attention in language education, key gaps persist in understanding how these psychological factors work together to affect L2 achievement. Previous studies have shown mixed results about the influence of L2 grit, offered little evidence on mindfulness in L2 settings, and rarely combined PsyCap, mindfulness, and grit in a single framework. Structural equation modeling was employed to analyze quantitative data collected from 432 participants. Additionally, semi-structured interviews with twenty-one students were conducted to shed light on the links between the variables under investigation. Quantitative results showed direct relationships between PsyCap, mindfulness, and English achievement, with L2 grit as a mediator. Qualitative findings complemented these results, revealing how PsyCap and mindfulness positively impacted L2 learning. Participants' narratives highlighted the significance of integrating psychological support and mindfulness practices into language education for improved student achievement and well-being. Such results point to the need for incorporating interventions focusing on different forms of psychological support and enhancing mindfulness with an eye to generating positive emotional states and increasing L2 attainment.