AUTHOR=Zhong Shan , Wang Zihao 

TITLE=The effect of perceived teacher support on self-regulated learning behaviors: language mindsets and L2 grit as chain mediators

JOURNAL=Frontiers in Education

VOLUME=Volume 10 - 2025

YEAR=2025

URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1653953

DOI=10.3389/feduc.2025.1653953

ISSN=2504-284X

ABSTRACT=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.