ArticleFrontiers in psychology2026
Growth mindset and student writing feedback literacy among Chinese learners of Japanese: the mediating role of achievement goals.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Research on student writing feedback literacy is increasing, but individual learner factors remain underexamined, and most existing studies focus on English learners rather than Japanese learners. This study explores the relationships between Japanese learners' growth mindset and student writing feedback literacy, as well as the mediating role of achievement goals. Methods: Data were collected through a questionnaire completed by 309 Japanese learners in China. The survey assessed growth mindset, achievement goals, and student writing feedback literacy. Structural equation modeling (SEM) and bootstrapped mediation analysis were used to examine the direct and indirect relationships among the variables. Results: SEM results revealed that the direct effect of growth mindset on student writing feedback literacy was not significant. Mediation analyses showed that development-approach, development-avoidance, and demonstration-approach goals positively mediated the relationship between growth mindset and student writing feedback literacy, with all indirect effects being statistically significant. Discussion: Achievement goals serve as a key mediating mechanism linking Japanese learners' growth mindset and student writing feedback literacy. Such practices as development-oriented instructional goals and formative assessment may provide a supportive context for fostering a growth mindset and development-focused achievement goals, thereby supporting the development of student writing feedback literacy.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.