:: Volume 23, Issue 1 (3-2020) ::
2020, 23(1): 1-28 Back to browse issues page
The Relationship between EFL Learners' Mindsets and English Achievement: Engagement and Self-regulation as Mediators
Leila Hassanzadeh , Saeideh Ahangari , Nasrin Hadidi Tamjid
Islamic Azad University, Tabriz Branch
Abstract:   (1697 Views)
In educational psychology, mindsets refer to a set of core beliefs about intelligence and its role in successful learning in a specific domain. This study investigated the extent to which, the EFL learners’ mindsets might predict their English achievement considering the mediating roles of engagement and self-regulation. The data were collected by means of three questionnaires: The Language Mindset Inventory (LMI), the University Student Engagement Inventory (USEI), and the Academic Self-Regulated Learning Scale (A-SRL-S), as well as the institutes’ reports on their English achievement. We analyzed the data quantitatively using the SPSS 20 and Amos 8 Software. The results revealed that there was a significant direct relationship between language mindsets and English achievement of the EFL learners. Besides, this relationship was significantly mediated by the learners’ engagement and self-regulation.  Drawing on the findings of this research, the challenge for teachers is to cultivate in students the mindsets that emphasize growth and potentials rather than constraints and stagnation.
Keywords: Engagement, English Achievement, Iranian EFL Learners, Language Mindsets, Self-Regulation
Full-Text [PDF 942 kb]   (499 Downloads)    
Type of Study: Research | Subject: Special
Received: 2019/10/14 | Accepted: 2020/02/18 | Published: 2022/11/21

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Volume 23, Issue 1 (3-2020) Back to browse issues page