{
  "abstract": "This cross-sectional study examined how language mindset beliefs are associated with psychological well-being and English achievement among Chinese higher vocational students, an underrepresented population in educational psychology. A total of 1,030 students from a private vocational and technical university completed the PERMA-Profiler and Language Mindset Inventory and reported their latest College English Test Band 4 (CET-4) score. Spearman rank-order correlations, regression-based moderation analysis with heteroscedasticity-robust standard errors, Mann-Whitney U tests, and Kruskal-Wallis H tests were used. Growth language mindset (GLM) was strongly associated with overall psychological well-being (rs = 0.589), with its strongest observed PERMA subscale associations involving meaning (rs = 0.583), accomplishment (rs = 0.568), and engagement (rs = 0.542). Fixed language mindset (FLM) showed weaker associations with positive PERMA subscale scores and its strongest association was with negative emotion (rs = 0.408). CET-4 scores were only weakly associated with well-being (rs = 0.110), GLM (rs = 0.127), and FLM (rs = -0.080). Neither the well-being × GLM nor the well-being × FLM interaction was significant, indicating no evidence that either language mindset factor moderated the association between well-being and CET-4 achievement. Demographic differences in CET-4 achievement by gender, only-child status, and hometown locale were statistically significant but small; male students also reported slightly higher FLM scores than female students. These findings suggest that the two theory-grounded LMI composite scores are more closely related to learners' psychological functioning than to standardized English achievement, although their current-sample structural distinctiveness should be interpreted cautiously.",
  "abstract_shown": true,
  "affiliations": [
    "Department of Basic Education, Shanghai Zhongqiao Vocational and Technical University, Shanghai, China."
  ],
  "article_type": "research article",
  "arxiv": null,
  "author_total": 1,
  "authors": [
    {
      "affs": [
        0
      ],
      "name": "Qian Wei"
    }
  ],
  "bibtex": "https://research.draconitic.com/paper/bne3f8ptt3can.bib",
  "cited_by": 0,
  "doi": "10.3389/fpsyg.2026.1969912",
  "fulltext_url": "https://europepmc.org/articles/PMC13677826",
  "id": "bne3f8ptt3can",
  "issns": [
    "1664-1078"
  ],
  "landing_url": "https://europepmc.org/article/MED/42898344",
  "language": "eng",
  "licence": "CC-BY",
  "licence_label": "CC BY",
  "licence_source": "article",
  "licence_url": "https://creativecommons.org/licenses/by/4.0/",
  "metadata_licence": null,
  "native_subjects": [
    [
      "openalex",
      "1203|EFL/ESL Teaching and Learning"
    ]
  ],
  "openalex": "W7220401810",
  "pdf_url": "https://europepmc.org/articles/PMC13677826?pdf=render",
  "pmcid": "PMC13677826",
  "pmid": "42898344",
  "published": "2026-10-05",
  "publisher": null,
  "ris": "https://research.draconitic.com/paper/bne3f8ptt3can.ris",
  "sources": [
    {
      "first_seen": "2026-10-30T12:19:37Z",
      "native_id": "MED:42898344",
      "source": "europepmc",
      "url": "https://europepmc.org/article/MED/42898344"
    }
  ],
  "subjects": [],
  "title": "Unlocking potential: language mindsets, psychological well-being, and English achievement among Chinese higher vocational students.",
  "title_text": "Unlocking potential: language mindsets, psychological well-being, and English achievement among Chinese higher vocational students.",
  "type": "peer-reviewed",
  "updated_at": "2026-10-30T12:19:37Z",
  "url": "https://research.draconitic.com/paper/bne3f8ptt3can",
  "venue": "Frontiers in psychology",
  "versions": []
}