Relationships among Growth Pragmatic Mindset, Intrinsic Pragmatic Motivation, and Cognitive Pragmatic Engagement: A PLSSEM Approach

Abstract

The significance and malleability of learner engagement in second language (L2) learning have prompted L2 researchers to investigate its predictors, such as emotions, cognition, and learning attitudes. However, no prior study has examined the roles of growth language mindset and intrinsic motivation in engagement, particularly in the context of L2 pragmatics learning. To address this lacuna, this study aimed to explore the extent to which growth pragmatic mindset could predict cognitive pragmatic engagement, either directly, indirectly through intrinsic motivation, or both. A total of 262 Indonesian first- and second-year non-English major students consented to participate by completing a questionnaire measuring the three constructs. Partial least squares structural equation modelling (PLS-SEM) analysis revealed that while growth pragmatic mindset did not directly predict cognitive pragmatic engagement, it had a significant indirect effect on intrinsic pragmatic motivation. A significant relationship was also evident between intrinsic motivation and cognitive engagement. Growth pragmatic mindset was found to indirectly predict cognitive engagement through intrinsic motivation, with a large effect size. These findings are discussed in light of mindset meaning system theory and self-determination theory, and pedagogical implications are proposed based on the results.

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