Growth mindset of speaking promotes self-regulated anxiety control strategies in speaking and writing: A cross-modality perspective

Abstract

For second language learners, second-language anxiety is a critical barrier to effective second-language learning, particularly in productive skills such as speaking and writing. Although previous research has underscored the importance of a growth mindset in second-language acquisition, its role in shaping self-regulated anxiety control strategies across different language modalities remains underexplored, especially regarding the potential for cross-modality transfer (i.e., the reciprocal influence between speaking and writing). This study innovatively extends the Second Language Motivational Self System and the Strategic Self-Regulation Model by integrating them with the Language Mindsets Meaning System to examine how a growth mindset of speaking promotes the use of self-regulated anxiety control strategies across both speaking and writing, with the ideal second-language speaking self and ideal second-language writing self serving as mediators. Data were collected from 903 Chinese college students (M_age ± SD = 21.06 ± 1.73 years, 70.2% females) using well-validated self-report questionnaires. Structural equation modeling was employed to test these multiple mediation models. The results revealed that growth mindset of speaking significantly and positively predicted the use of self-regulated strategies for anxiety control in both speaking and writing. Furthermore, both the ideal second-language speaking self and the ideal second-language writing self mediated these relationships, with the ideal second-language writing self demonstrating a notably stronger mediating effect, highlighting a cross-modality transfer mechanism. These findings contribute to theoretical models of second-language learning motivation and self-regulation by clarifying how domain-specific growth mindsets and ideal selves enhance emotional regulation across language modalities. From a pedagogical perspective, this study offers actionable implications for language educators. By cultivating learners’ growth mindset in speaking and reinforcing both their ideal second-language speaking and writing selves, instructors can help learners manage second-language anxiety more effectively, thereby enhancing performance in both modalities.