More than the sum? A configurational approach to basic psychological needs, mindset, and buoyancy in EFL engagement

Abstract

Given the pivotal role of learner engagement in shaping second language (L2) development, identifying its motivational underpinnings is of growing interest. However, research has largely focused on isolated variables, offering limited insight into how multiple learner factors interact. This study addresses this gap by examining how three motivational constructs – basic psychological needs (autonomy, competence, and relatedness), language mindset (growth vs. fixed), and academic buoyancy – independently and configurationally influence L2 learner engagement. Drawing on both multiple regression and fuzzy-set Qualitative Comparative Analysis (fsQCA), this study analyzed questionnaire data from 539 college students who learn English as a Foreign Language. The results indicated that 1) competence, relatedness, growth mindset, and buoyancy positively predicted engagement, while autonomy and fixed mindset did not show statistical influence; 2) no single factor emerged as a necessary or sufficient condition for sustained engagement; 3) five distinct motivational configurations were found to lead to high engagement, showing the interactive nature of these factors and complexity of engagement. This study expands our existing knowledge about the underlying mechanism of how diverse psychological resources shape engagement by the configurational methods. These results offered practical and tailored pedagogical implications for enhancing students’ engagement during L2 learning process.