Investigating Mindset, Self-Regulation, Academic Self-Concept, Dmc, and Academic Achievement in An Efl Setting

Abstract

The aim of this study is to identify whether the participants hold a fixed mindset which has been proven to constitute an impediment to learning with several studies around the world or growth mindset which can promote learning. The study also intends to identify the relationship between growth mindset and fixed mindset and some affective factors like self-regulation (SR), directed motivational currents (DMC), and academic self-concept (ASC). The study was conducted in the 2021-2022 academic year at a state university with the participation of 355 preparatory class students who were chosen with convenience sampling. In the study which embraced the mixed method of research, data were collected through questionnaires comprising Likert scale and open-ended type of questions. The data were analyzed using content and statistical analyses, and the findings were listed narratively and numerically which were supported with direct quotations from the data. The findings of the study demonstrated that the participants showed mostly growth mindset rather than fixed mindset, but their mindset scores are slightly above the mixed mindset value, mindset scores are irrespective of gender and current proficiency level of English, their self-regulation has a full mediating role on the effect of mindset on DMC, and they revealed that students’ DMC experience mostly starts with self-motivation, exams, future goals, for learning English, and influence of someone else respectively, and the participants would like to experience DMC again mostly because of reasons associated with achievements and positive outcomes, positive emotional loading and self-regulated strivings.