Perceived behavioral control, language mindsets, and self-determination theory: a structural analysis of learning Arabic as a second language

Abstract

Intensive L2 Arabic programs may place strong cognitive, emotional, and motivational demands on international students, yet limited research has examined how learners’ capability beliefs and language mindsets are related to motivation in this context. Most existing work has focused on English-dominant settings, while evidence from scholarship-based L2 Arabic programs in the Arabian Peninsula remains scarce. To address this gap, the present study tested 18 hypotheses and reports new findings from a larger funded project on learner psychology in L2 Arabic. The study examined how perceived behavioral control relates to fixed and growth language mindsets, and how these mindsets are associated with four Self-Determination Theory motivation types. A cross-sectional survey was conducted with 181 multilingual international L2 Arabic learners enrolled in an intensive program at a Saudi public university, and the data were analyzed using generalized structured component analysis. The findings showed acceptable measurement quality and supported 10 of the 18 hypotheses. Perceived behavioral control was strongly associated with higher Growth Mindsets and lower Fixed Mindsets. Fixed Mindsets were linked only to External Regulation. Growth Mindsets were strongly associated with Intrinsic Motivation and Identified Regulation and were also positively associated, though more weakly, with Introjected Regulation and External Regulation. The strongest indirect associations between perceived behavioral control and the four motivational outcomes operated through Growth Mindsets. These findings suggest that L2 Arabic teachers, program leaders, and policy makers may strengthen motivation by supporting learners’ sense of control, offering scaffolded tasks and clear feedback, and fostering growth-oriented beliefs in demanding instructional settings.