This study sought to investigate how teachers perceive their self-efficacy in fostering three critical dimensions of student engagement: emotional, behavioral, and cognitive. The research used the Social Cognitive Theory (SCT) as a foundation to unravel the intricate interplay between teacher cognitions and student engagement in academic settings. A mixed-methods approach was employed to ensure both breadth and depth of understanding. Quantitative data were gleaned using descriptive statistics, while qualitative insights were extracted from in-depth teacher interviews. Findings revealed that teachers feel most efficacious in catalyzing emotional engagement, with both quantitative scores and qualitative accounts affirming this observation. A palpable connection between emotional and behavioral engagement was identified, implying that active participation often stems from emotional resonance. Conversely, cognitive engagement emerged as a nuanced challenge, with teachers often grappling to influence it effectively. SCT interpretations underscored the dynamic interplay between individual cognitive processes, observational learning, and the broader educational milieu. The pronounced role of emotional engagement suggests the necessity for tailored teacher development programs. Furthermore, the intricacies of cognitive engagement advocate for more individual-centric curriculum designs. These insights have profound implications for teacher training, curriculum design, policy formulation, and future research, emphasizing the need for creating immersive and holistically engaging learning environments.

Research underscores the crucial role of motivation in language learning, emphasizing the connection between growth mindsets—belief in the power of effort to enhance ability—and motivation. This study addresses the need for an updated understanding of English language moti-
vation among Chilean secondary school students, as recent studies on this topic have been lacking since 2011 and 2013. Furthermore, the correlation between language mindsets and language learning motivation in this specific context remains unexplored. The study investigates these aspects among 86 Chilean secondary students, employing a mixed-methods approach using the Language Mindset Inventory, the L2 Motivational Self System (L2MSS) questionnaire, and diary entries. Through this comprehensive approach, the research reveals nuanced motivations, underlining the importance of the ideal L2 self and English learning experiences in shaping motivation, challenging traditional views on the significance of the ought-to L2 self. Quantitative analysis establishes a statistically significant association between language mindsets and L2 motivation. This finding supports the argument that learners with a growth mindset are more inclined to envision a positive ideal L2 self, driven by their belief in improvement and readiness to overcome obstacles in their language learning journey. The study suggests aligning the national curriculum with student aspirations and interests. Additionally, it underscores the significance of cultivating growth-oriented language mindsets in educational settings, with educators playing a pivotal role in inspiring students to approach language acquisition with enthusiasm, dedication, and perseverance.