ORIGINAL RESEARCH article
Front. Educ.
Sec. Language, Culture and Diversity
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1653953
The Effect of Perceived Teacher Support on Self-Regulated Learning Behaviors: Language Mindsets and L2 Grit as Chain Mediators
Provisionally accepted
- 1Xi’an Mingde Institute of Techonology, Xi'an, China
- 2Nanjing University of Finance & Economics Hongshan College, Nanjing, China
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The present study examines the complex relationships between perceived teacher support, language mindsets, L2 grit and self-regulated learning behaviors among 522 students from five universities across China. The results showed that: (1) there are significant correlations between perceived teacher support, language mindsets, L2 grit, and self-regulated learning behaviors; (2) Both growth language mindset and L2 grit are mediators in the relationship between perceived teacher support and self-regulated learning behaviors, and they also collectively serve chain mediators. However, the mediating effect of fixed language mindset is not significant. This study provides suggestions for promoting students' self-regulated learning through shaping positive language mindsets and personalities, and offers an insight into further studies.
Keywords: Perceived teacher support, self-regulated learning behaviors, languagemindsets, L2 grit, The Chain Mediating Role
Received: 10 Jul 2025; Accepted: 30 Aug 2025.
Copyright: © 2025 Zhong and Wang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Zihao Wang, Nanjing University of Finance & Economics Hongshan College, Nanjing, China
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