Cai Pengpeng, Li Xuhong, Mai Zheyuan, Feng Juxiong, Guan Xin
Trinity Centre for Global Health, School of Psychology, Trinity College Dublin, Dublin, Ireland.
Department of Social and Behavioural Sciences, City University of Hong Kong, Kowloon, Hong Kong SAR, China.
Front Psychol. 2024 Sep 16;15:1437164. doi: 10.3389/fpsyg.2024.1437164. eCollection 2024.
With the growing interest in the psychological basis of language learning, this study aims to validate the Chinese version of the Language Mindset Inventory (LMI) among Chinese university students.
A sample of 476 students from various universities in mainland China was used. The translation process followed the forward-backward method. Confirmatory factor analyses (CFAs) were conducted to evaluate the factor structure. The internal consistency of the LMI was assessed using Cronbach's alpha, and convergent validity was examined through correlations with established mindset measures.
Compared with the one-factor model, the two-factor model which distinguishes between fixed and growth mindsets, showed an acceptable and better fit index. The overall Cronbach's alpha for the full scale was 0.954, with 0.929 for the fixed mindset dimension and 0.903 for the growth mindset dimension. AVE values for the fixed and growth dimensions were 0.597 and 0.510, respectively. Correlations showed that the growth mindset dimension was significantly positively associated with the 8-Item Growth Mindset Scale ( = 0.186, < 0.01) and the Mindset Scale for Learning English ( = 0.149, < 0.01), while the fixed mindset dimension was negatively associated with both scales ( = -0.228 and = -0.169, < 0.01).
This study confirms the reliability and validity of the Chinese version of the LMI, making it a relevant tool for assessing language learning mindsets among Chinese university students. The findings support the integration of LMI into educational strategies to promote resilience and adaptability, enhancing language education outcomes.
随着人们对语言学习心理基础的兴趣日益浓厚，本研究旨在验证中国大学生中《语言思维模式量表》（LMI）中文版的有效性。
采用了来自中国大陆各所大学的476名学生作为样本。翻译过程遵循了正反翻译法。进行验证性因素分析（CFA）以评估因素结构。使用克朗巴哈系数评估LMI的内部一致性，并通过与既定思维模式测量方法的相关性检验收敛效度。
与单因素模型相比，区分固定型和成长型思维模式的双因素模型显示出可接受且更好的拟合指数。全量表的总体克朗巴哈系数为0.954，固定型思维模式维度为0.929，成长型思维模式维度为0.903。固定型和成长型维度的AVE值分别为0.597和0.510。相关性分析表明，成长型思维模式维度与8项成长型思维模式量表显著正相关（r = 0.186，p < 0.01）以及英语学习思维模式量表（r = 0.149，p < 0.01），而固定型思维模式维度与这两个量表均呈负相关（r = -0.228和r = -0.169，p < 0.01）。
本研究证实了LMI中文版的可靠性和有效性，使其成为评估中国大学生语言学习思维模式的相关工具。研究结果支持将LMI纳入教育策略，以促进适应力和适应性，提高语言教育成果。
