Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

With the rise of positive psychology, increasing attention has been directed toward the role of positive emotions in fostering personal growth and well-being in second and foreign language learning. Although the PERMA and PERMA+4 frameworks offer valuable perspectives on well-being, they primarily emphasize positive constructs, leaving negative emotions and fixed mindsets largely unexplored. This gap is significant, as both positive and negative emotions, as well as growth and fixed mindsets, jointly shape learners’ psychological experiences. This study examined the effects of growth and fixed language mindsets on university students’ sense of accomplishment in English learning, with positive and negative achievement emotions and student engagement serving as sequential mediators. Using a short-term longitudinal design, large-scale...

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