{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,5]],"date-time":"2026-10-05T05:54:59Z","timestamp":1791179699701,"version":"4.1.0"},"reference-count":43,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,10,5]],"date-time":"2026-10-05T00:00:00Z","timestamp":1791158400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:p>\n                    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\u2013Whitney\n                    <jats:italic>U<\/jats:italic>\n                    tests, and Kruskal\u2013Wallis\n                    <jats:italic>H<\/jats:italic>\n                    tests were used. Growth language mindset (GLM) was strongly associated with overall psychological well-being (\n                    <jats:italic>\n                      r\n                      <jats:sub>s<\/jats:sub>\n                    <\/jats:italic>\n                    \u202f=\u202f0.589), with its strongest observed PERMA subscale associations involving meaning (\n                    <jats:italic>\n                      r\n                      <jats:sub>s<\/jats:sub>\n                    <\/jats:italic>\n                    \u202f=\u202f0.583), accomplishment (\n                    <jats:italic>\n                      r\n                      <jats:sub>s<\/jats:sub>\n                    <\/jats:italic>\n                    \u202f=\u202f0.568), and engagement (\n                    <jats:italic>\n                      r\n                      <jats:sub>s<\/jats:sub>\n                    <\/jats:italic>\n                    \u202f=\u202f0.542). Fixed language mindset (FLM) showed weaker associations with positive PERMA subscale scores and its strongest association was with negative emotion (\n                    <jats:italic>\n                      r\n                      <jats:sub>s<\/jats:sub>\n                    <\/jats:italic>\n                    \u202f=\u202f0.408). CET-4 scores were only weakly associated with well-being (\n                    <jats:italic>\n                      r\n                      <jats:sub>s<\/jats:sub>\n                    <\/jats:italic>\n                    \u202f=\u202f0.110), GLM (\n                    <jats:italic>\n                      r\n                      <jats:sub>s<\/jats:sub>\n                    <\/jats:italic>\n                    \u202f=\u202f0.127), and FLM (\n                    <jats:italic>\n                      r\n                      <jats:sub>s<\/jats:sub>\n                    <\/jats:italic>\n                    \u202f=\u202f\u22120.080). Neither the well-being \u00d7 GLM nor the well-being \u00d7 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\u2019 psychological functioning than to standardized English achievement, although their current-sample structural distinctiveness should be interpreted cautiously.\n                  <\/jats:p>","DOI":"10.3389\/fpsyg.2026.1969912","type":"journal-article","created":{"date-parts":[[2026,10,5]],"date-time":"2026-10-05T05:31:48Z","timestamp":1791178308000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Unlocking potential: language mindsets, psychological well-being, and English achievement among Chinese higher vocational students"],"prefix":"10.3389","volume":"17","author":[{"given":"Qian","family":"Wei","sequence":"first","affiliation":[{"name":"Department of Basic Education, Shanghai Zhongqiao Vocational and Technical University","place":["Shanghai, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,10,5]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"10","DOI":"10.1186\/s40468-020-00108-z","article-title":"The relationship of test takers' learning motivation, attitudes towards the actual test use and test performance of the College English Test in China","volume":"10","author":"Bai","year":"2020","journal-title":"Lang. 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