Understanding growth mindset, self-regulated vocabulary learning, and vocabulary knowledge

Vocabulary acquisition is a crucial element in achieving second language proficiency. This study focuses on learners as active participants in vocabulary learning, exploring the relationships among growth mindset, self-regulated vocabulary learning, and vocabulary knowledge. We collected data from a sample of 259 Chinese university students. These participants completed questionnaires to measure their beliefs in growth mindset regarding vocabulary learning (GMSVL) and their self-regulated capacity in vocabulary learning (SRCvoc). We also assessed their vocabulary knowledge through Vocabulary Size Test (VST) for breadth and a test on collocation for depth. Using structural equation modeling (SEM), we found that GMSVL had a positive predictive relationship with SRCvoc, which in turn positively predicted vocabulary knowledge. The results indicate that having a growth mindset in vocabulary learning can lead to improved self-regulation in the learning process, thus enhancing vocabulary acquisition. Our findings integrate the concept of growth mindset into the framework of self-regulated vocabulary learning and offer practical insights for promoting adaptive learning beliefs. The implications of these findings for both research and practical applications in vocabulary development are further discussed.