The interplay of growth mindset and perseverance in foreign language reading achievement: a Dual-Mode-Hypothesis perspective

Abstract

This study examines the synergistic relationship between growth mindset, perseverance, and English as a foreign language reading achievement. Drawing on the Dual-Mode Hypothesis (DMH) model, we propose that a growth mindset empowers the effect of perseverance on English reading achievement through two modes: fostering a higher level of perseverance (Hypothesis 1) and amplifying the magnitude of its effect on achievement (Hypothesis 2). The study recruited 469 second-year undergraduate students enrolled in the College English Course from a university in East China. Data were analyzed using structural equation modeling with mediation and moderation. The results showed that: (1) growth mindset positively predicted perseverance, which in turn positively predicted English reading achievement (confirming H1); (2) growth mindset positively moderated the relationship between perseverance and English reading achievement (confirming H2). The findings underscore the necessity of combined interventions that cultivate adaptive beliefs alongside strategic persistence for optimal language learning.

The authors' abstract, as published at the source. Innovation in Language Learning and Teaching, 2026 · DOI ↗