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Background <p>Shame, a self-conscious emotion strongly shaped by face concern in collectivist cultures, can undermine essential psychological processes in second language learning. This study examines how shame influences growth mindset indirectly through three key mediators: motivation, self-efficacy, and self-regulation.</p> Methods <p>A total of 817 Chinese university students completed validated questionnaires measuring shame, motivation, self-efficacy, self-regulation, and growth mindset. Data were analyzed using correlational analyses and mediation models with bootstrapping.</p> Results <p>Shame was not significantly associated with growth mindset. However, it indirectly related to the development of a growth mindset by lowering motivation, reducing self-efficacy, and impairing self-regulation.</p> Conclusion <p>These findings highlight the pathways through which shame erodes growth-oriented beliefs, underscoring the need for culturally responsive teaching strategies that strengthen students’ psychological resilience and reframe mistakes as opportunities for learning.</p>

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Exploring the parallel mediating roles of self-regulation, motivation, and self-efficacy in the relationship between shame and growth mindset

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月9日

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  • Pengpeng Cai,
  • Xuhong Li,
  • Juxiong Feng,
  • Zheyuan Mai,
  • Xin Guan

摘要

Background

Shame, a self-conscious emotion strongly shaped by face concern in collectivist cultures, can undermine essential psychological processes in second language learning. This study examines how shame influences growth mindset indirectly through three key mediators: motivation, self-efficacy, and self-regulation.

Methods

A total of 817 Chinese university students completed validated questionnaires measuring shame, motivation, self-efficacy, self-regulation, and growth mindset. Data were analyzed using correlational analyses and mediation models with bootstrapping.

Results

Shame was not significantly associated with growth mindset. However, it indirectly related to the development of a growth mindset by lowering motivation, reducing self-efficacy, and impairing self-regulation.

Conclusion

These findings highlight the pathways through which shame erodes growth-oriented beliefs, underscoring the need for culturally responsive teaching strategies that strengthen students’ psychological resilience and reframe mistakes as opportunities for learning.