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Modeling Foreign Undergraduates’ Chinese Language Writing Mindset, Achievement Goals, and Self-regulated Learning Strategies

Qian Zhou,Hasnah Binti Mohamed

Published 2025 in SAGE Open

ABSTRACT

Drawing on a sample of 429 Chinese major undergraduates from abroad, this study investigates the relationship between growth mindset, achievement goals and self-regulated strategies in L2 writing. Structural equation modeling and mediation analysis are performed to analyze the data. The results reveal that: (a) the participants adopt multiple achievement goals rather than single achievement goal in L2 writing; (b) L2 writing mindset significantly and positively predicts the endorsement of the three L2 writing achievement goals and the use of self-regulated writing strategies; and (c) both mastery and performance-approach goals act as a significant mediator between L2 writing mindset and self-regulated writing strategies, while the mediating effect of performance-avoidance goals was non-significant. Our findings highlighted important theoretical implications for L2 writing motivation and suggested practical applications for enhancing instructional strategies in L2 (Chinese language) learning. Plain Language Summary How Foreign Undergraduates’ Beliefs and Goals Shape Their Chinese Writing Strategies Learning to write in Chinese as a second language can be challenging for foreign students, but understanding how their mindsets and goals influence their learning strategies could help improve their skills. This study examined 429 international undergraduate students majoring in Chinese, exploring how their growth mindset (the belief that writing ability can be developed through effort), their motivations (called achievement goals), and their use of self-regulated learning strategies (like planning, monitoring, and revising) are connected. Mastering Chinese writing is crucial for academic and cultural success, yet little is known about how students’ attitudes and goals affect their learning approaches. By analyzing these relationships, educators can design better strategies to support learners. We found: (1) Students have a mix of goals: Most did not rely on a single motivation; instead, they combined mastery, performance-approach, and (to a lesser extent) performance-avoidance goals. (2) Growth mindset boosts goals and strategies: Students who believed they could improve through effort were more likely to adopt mastery and performance-approach goals and use self-regulated strategies like planning and revising. (3) Goals act as a bridge: Mastery and performance-approach goals explained why a growth mindset led to better learning strategies—when students focused on improving or doing well (rather than avoiding failure), they used more effective writing techniques. Performance-avoidance goals, however, had no significant impact on this link. This study highlights that a positive, effort-based mindset, combined with the right goals, can empower foreign students to develop stronger Chinese writing skills. By focusing on growth and achievement rather than avoiding mistakes, learners and educators can create more effective pathways for second-language writing success.

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