Linking mindsets to emotions in foreign language learning: A study integrating situated expectancy-value and control-value theories across proficiency levels

Grounded in situated expectancy-value theory (SEVT) and control-value theory (CVT), this three-wave time-ordered study investigates how motivational constructs – self-efficacy, utility, interest, and cost – mediate the effects of mindsets on achievement emotions in English as a Foreign Language (FL) learning, with a specific focus on proficiency level as a moderating factor. Data were collected from 778 university students at three time points over one semester, with mindsets assessed at T1, motivation at T2, and emotions (enjoyment, anxiety, and boredom) at T3. Structural equation modelling revealed that a growth mindset was associated with lower anxiety and boredom and higher enjoyment through distinct control- and value-related appraisals. In contrast, a fixed mindset intensified anxiety and boredom via perceived cost. Notably, proficiency level moderated these pathways: the protective effect of a growth mindset on anxiety and boredom – via reduced perceived cost – was observed only among higher-proficiency learners. These findings advance the integration of SEVT and CVT in FL research and underscore the importance of differentiating motivational-emotional interventions by proficiency level.