Mindset Profiles in ESL/EFL: The Relationship With SRL (Self-Regulated Learning) Strategies, Academic Achievement, and Environmental Factors (Poster 44)

• In Event: AERA Poster Session Sunday 8:00 a.m.
  In Poster Session: Guiding Growth: Creating Engaged and Adaptable Learners for a New Tomorrow

Abstract

This study explored language mindset profiles among 685 Grade 4-5 Chinese primary school students learning English as a second/foreign language (ESL/EFL), Four distinct profiles were identified: growth, mixed, slightly-fixed, and fixed, each with varying beliefs about growth and fixed mindsets. The growth profile exhibited the highest achievement and strategy use, while the fixed and slight-fixed profile had the lowest. The mixed profile was situated between the growth and fixed profiles. The study also revealed variations in students' perceptions of cultural values, community influences, parental practices, and teacher practices related to mindset development. The findings offer insight into the multifaceted nature of language mindsets within the ESL/EFL context and their connections to learning processes, outcomes, and environmental factors.

Authors

• Barry Bai, Chinese University of Hong Kong

• Jiatong Zhang, The Chinese University of Hong Kong

• Qingyao Dan, The Chinese University of Hong Kong

• Jing Wang, Zhejiang University