Exploring false growth mindsets among second language learners: implications for motivation and achievement

Objective This study sought to identify presence of a false growth mindset (FGM) among L2 learners across different proficiency levels and to examine relationship between distinct mindset groups and measures of achievement and motivation. By exploring the phenomenon of FGM, this research contributes to understanding how discrepancies between professed beliefs and actual behaviours can impact language learning outcomes.Method The sample comprised 264 Persian-speaking female learners of English as a foreign language. Participants completed three measurement instruments: formal language mindset scale, the ability versus effort scale and the ability flexibility scale. To objectively measure L2 achievement, participants’ final semester grades were collected. Cluster analysis was then conducted to categorize participants based on their responses to these scales.Result Based on the cluster analysis, learners were divided into five groups: extreme flexibility mindset, effort mindset, FGM, moderate mindset and fixed mindset. These mindset groups differed in their correlation with learner achievement and motivation.Conclusion The study highlights the importance of considering inconsistent beliefs, such as FGM, which represents individuals who agree with a GM but do not demonstrate corresponding behaviours. The findings underscore need to employ multiple measurement scales to accurately assess the contribution of mindset and practice in language learning.