Why do growth mindsets make you feel better about learning and your selves? The mediating role of adaptability

Zarrinabadi, Nourollah; Rezazadeh, Mohsen; Karimi, Mina; Lou, Nigel Mantou

doi:10.1080/17501229.2021.1962888

Cited by 36 publications

(16 citation statements)

References 51 publications

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“…Nevertheless, although there are studies which have identified connections between a growth mindset and motivation in general (e.g., Lou et al, 2017; Lou & Noels, 2017) and ideal L2 self in particular (Zarrinabadi et al, 2022), the findings of the current study failed to show a direct relationship between a growth mindset and the L2 ideal self. This connection was mediated through POE.…”

Section: Discussioncontrasting

confidence: 99%

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Examining the Interplay Between Growth and Fixed Mindsets, L2 Grit, and L2 Motivational Self-System of L2 Learners

Kırmızı,

Irgatoğlu,

Atalmış

2023

SAGE Open

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The purpose of this study is to analyse the structural relations between L2 learners’ mindsets, L2 grit and the L2 motivational self-system (L2MSS). The main driving force behind the study is the observation that mindsets have emerged as a significant variable in language-teaching research over the past years. The study was conducted with 403 L2 learners. To see the structural relations between and among the variables in the study, a structural equation model was used. The revised model showed that a growth mindset affects both the perseverance of effort (POE) and the consistency of interest (COI), which are the components that make up grit. Moreover, POE and COI mediate the relationship between the growth mindset and L2MSS, with the highest mediating impact between growth mindset and ideal L2 self. The study discovered that a fixed mindset only predicted ought-to L2 self/others. Finally, several theoretical and pedagogical implications are proposed based on the findings of the study.

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Section: Discussioncontrasting

confidence: 99%

“…Moreover, the literature suggests that a growth mindset significantly predicts L2 grit (Teimouri et al, 2022). In particular, Zarrinabadi et al (2022) pointed out the impact of a growth mindset on the ideal L2 self.…”

Section: Language Mindsetsmentioning

confidence: 99%

Examining the Interplay Between Growth and Fixed Mindsets, L2 Grit, and L2 Motivational Self-System of L2 Learners

Kırmızı,

Irgatoğlu,

Atalmış

2023

SAGE Open

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“…Second, the significant mediating effect of academic self-concept between the two constructs demonstrated that improving students' EFL-related self-concept could better exert the productive influence of teacher support on their achievement. For instance, English teachers could utilize praise and feedback (Pinxten et al, 2010), raise their academic expectations, especially for those with poor achievement (Chen et al, 2011), and embrace a growth mindset (Zarrinaadi et al, 2022) are the possible strategies to boost students' academic self-concept. Third, the chain-mediating role of academic enjoyment and academic self-concept suggested that in addition to providing academic support, English teachers, as students' psychological coordinators, are suggested to create a positive and active English learning atmosphere for EFL learners.…”

Section: Researchmentioning

confidence: 99%

Perceived Teacher Support and EFL Achievement: The Mediating Roles of Academic Enjoyment and Self-concept

Kang²

2023

IJLTS

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Perceived teacher support, the primary social support that students receive in classroom settings, is positively associated with students’ academic achievement. However, limited studies have explored whether academic enjoyment and self-concept mediated the relationship between perceived teacher support and academic achievement in the learning English as a foreign language (EFL) context in China. The aim of the present study was to investigate the chain-mediating role of academic enjoyment and self-concept in the association between perceived teacher support and EFL achievement. Survey data were gathered from a cross-sectional study of secondary EFL learners in Guangdong Province, China (N =517). Results demonstrated that perceived teacher support was positively correlated with EFL achievement. Moreover, academic self-concept and the chain mediating effects of academic enjoyment and behavioral engagement mediated the relationship between perceived teacher support and EFL achievement. Implications, limitations, and suggestions for future research are discussed.

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“…Adaptability and grit have been associated with a host of common positive outcomes. Among them are motivational factors such as self‐efficacy (the belief of being able to succeed at academic tasks; Bandura, 1997; see Burns, Martin, & Collie, 2018; Datu et al, 2017; Martin et al, 2017) or mastery learning goals (focusing on gaining new competences and knowledge instead of simply obtaining a good grade; Dweck & Leggett, 1988; see Akin & Arslan, 2014; Eskreis‐Winkler, Shulman, Beal, & Duckworth, 2014; Karlen, Suter, Hirt, & Maag Merki, 2019; Martin et al, 2017), and achievement emotions (emotions that are referred to learning activities and outcomes; Pekrun, 2006; see Datu & Fong, 2018; Feraco, Resnati, Fregonese, Spoto, & Meneghetti, 2021, 2023; Martin et al, 2012, 2013; Martin et al, 2017; Zarrinabadi, Rezazadeh, Karimi, & Lou, 2022). Adaptability and grit also resulted as significant predictors of self‐regulated learning (i.e., the active process that a student carries out when studying; see Panadero, 2017 for a review; Feraco et al, 2021, 2023; Feraco, Casali, Ganzit & Meneghetti, 2023; Martin et al, 2013; Wolters & Hussain, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Adaptability and Grit: Foundations for Their Joint Contribution to Students' Academic and Nonacademic Outcomes

Feraco

Casali

Meneghetti

2023

Mind Brain and Education

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Adaptability (adjustment to new and uncertain situations) and grit (perseverance and passion for long‐term goals) both sustain students, but their joint contribution has never been explored, and recent studies propose they could compose a single factor. In this study we aim to test whether (i) they actually belong to a single overarching factor as recently posited by the Triarchic Model of Grit and (ii) they have specific effects on different outcomes. We show that, in a sample of 602 students (11–18 years old), perseverance of effort, consistency of interests (the two facets of grit), and adaptability are distinct factors, that uniquely contribute to the outcomes considered (academic self‐efficacy, achievement emotions, learning goals, self‐regulated learning, achievement, and life satisfaction). Perseverance resulted as the strongest predictor, followed by adaptability and consistency. Conscientiousness was positively related to all three. We conclude that adaptability and grit are two separate but correlated factors that can promote a host of positive outcomes.

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Why do growth mindsets make you feel better about learning and your selves? The mediating role of adaptability

Cited by 36 publications

References 51 publications

Examining the Interplay Between Growth and Fixed Mindsets, L2 Grit, and L2 Motivational Self-System of L2 Learners

Examining the Interplay Between Growth and Fixed Mindsets, L2 Grit, and L2 Motivational Self-System of L2 Learners

Perceived Teacher Support and EFL Achievement: The Mediating Roles of Academic Enjoyment and Self-concept

Adaptability and Grit: Foundations for Their Joint Contribution to Students' Academic and Nonacademic Outcomes

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