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Background <p>Concerns have been rising over learner burnout in foreign language learning contexts. A growth language mindset has been linked to adaptive learning outcomes. Yet, little is known about its long-term relationship with burnout and the mechanisms underlying this association. This study examined whether learning engagement mediates the longitudinal relationship between growth language mindset and foreign language learning burnout among university students.</p> Methods <p>Using cluster sampling, 904 undergraduates were recruited at Time 1 from three universities in China, of whom 886 (<i>M</i>age = 19.32, <i>SD</i> = 0.93) were retained for the final analyses. This research collected data on growth language mindset, learning engagement, and foreign language learning burnout at three time points between June 2024 and June 2025. A cross-lagged panel modeling was used to examine reciprocal relationships over time, and a mediation analysis was employed to test the indirect effect of growth language mindset on burnout via learning engagement. Standardized regression coefficients and confidence intervals were used to assess effect sizes and statistical significance.</p> Results <p>Growth language mindset positively predicted subsequent learning engagement (<i>β</i>s = 0.18–0.22) and negatively predicted later foreign language learning burnout (<i>β</i>s = –0.18 to –0.21). In contrast, the prospective effects of burnout on growth language mindset were weak. The mediation analysis showed that learning engagement partially mediated the relationship between growth language mindset and reduced burnout, with a significant indirect effect (indirect <i>β</i> = –0.07, 95% CI [–0.11, –0.03]). Although the effect sizes were modest, the overall pattern was consistent across time points.</p> Conclusions <p>The findings suggest that students with stronger growth-oriented beliefs about language learning and higher levels of engagement are less likely to experience burnout over time. These results highlight meaningful dynamics in long-term foreign language learning and emphasize the need to improve both growth language mindset and sustained engagement to alleviate burnout in challenging learning contexts.</p>

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Mindset against burnout? A cross-lagged mediation analysis of growth language mindset, learning engagement, and foreign language learning burnout

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月27日

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  • Zheying Xiao,
  • Di Qiu

摘要

Background

Concerns have been rising over learner burnout in foreign language learning contexts. A growth language mindset has been linked to adaptive learning outcomes. Yet, little is known about its long-term relationship with burnout and the mechanisms underlying this association. This study examined whether learning engagement mediates the longitudinal relationship between growth language mindset and foreign language learning burnout among university students.

Methods

Using cluster sampling, 904 undergraduates were recruited at Time 1 from three universities in China, of whom 886 (Mage = 19.32, SD = 0.93) were retained for the final analyses. This research collected data on growth language mindset, learning engagement, and foreign language learning burnout at three time points between June 2024 and June 2025. A cross-lagged panel modeling was used to examine reciprocal relationships over time, and a mediation analysis was employed to test the indirect effect of growth language mindset on burnout via learning engagement. Standardized regression coefficients and confidence intervals were used to assess effect sizes and statistical significance.

Results

Growth language mindset positively predicted subsequent learning engagement (βs = 0.18–0.22) and negatively predicted later foreign language learning burnout (βs = –0.18 to –0.21). In contrast, the prospective effects of burnout on growth language mindset were weak. The mediation analysis showed that learning engagement partially mediated the relationship between growth language mindset and reduced burnout, with a significant indirect effect (indirect β = –0.07, 95% CI [–0.11, –0.03]). Although the effect sizes were modest, the overall pattern was consistent across time points.

Conclusions

The findings suggest that students with stronger growth-oriented beliefs about language learning and higher levels of engagement are less likely to experience burnout over time. These results highlight meaningful dynamics in long-term foreign language learning and emphasize the need to improve both growth language mindset and sustained engagement to alleviate burnout in challenging learning contexts.