Parvin Rabiee; Mahnaz Shahgholian; Hadi Hashemi Razini
Abstract
Mindsets as a cognitive-motivational system determine how people think about their personal characteristics, effort, success and failure in various situations. The purpose of the present study was to examine the relationship between language mindsets and failure response among EFL learners, considering ...
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Mindsets as a cognitive-motivational system determine how people think about their personal characteristics, effort, success and failure in various situations. The purpose of the present study was to examine the relationship between language mindsets and failure response among EFL learners, considering the mediating role of goal orientation and self-regulated learning. The Method of this research was descriptive based on path analysis. The statistical population consisted of all learners of English language teaching institutes in Baharestan in 1398. Participants included 205 EFL learners (122 females and 83 males) who were selected by multistage cluster random sampling method. To collect data, four questionnaires were used: Language Mindset Inventory (Loe & Noels, 2016), Motivational Strategy of Learning Questionnaire (Pintrich & DeGroot, 1990), Achievement Goal Orientation Instrument (Elliott & Church, 1997), and Response to failure situation scale (Loe & Noels, 2016). The data were analyzed using structural equation modeling. The results showed that growth language mindset had a positive indirect effect on mastery response mediated by learning goals and self-regulated learning strategies, and negative indirect effect on helpless-anxious response mediated by self-regulated learning strategies. Also, fixed language mindset had a positive indirect effect on helpless-anxious response mediated by performance-avoidance goal and test anxiety. However, the indirect effect of language mindsets on failure response via performance-approach goal was not confirmed. In Conclusion, Language educators with greater awareness of the concept of mindsets can promote learner’s beliefs about the nature and process of knowledge acquisition, and emphasize the importance of goals achievement and self-regulation in learning.
Ali Moustafaei (PhD); Yahya Mohajer (PhD)
Volume 4, Issue 12 , July 2008, , Pages 66-87
Abstract
The purpose of this study is to examine the effectiveness of instructing the components of self-regulated learning strategies on self-efficiency of high school students. The research population comprised 1093 grade three male students. The research sample consisted of 60 subjects who were randomly selected ...
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The purpose of this study is to examine the effectiveness of instructing the components of self-regulated learning strategies on self-efficiency of high school students. The research population comprised 1093 grade three male students. The research sample consisted of 60 subjects who were randomly selected using cluster sampling method. The sample randomly assigned into four different levels of independent variable and control group. Cognitive strategies were assigned to group one, metacognitive strategies were assigned to group two, motivational strategies were assigned to group three and resource management strategies were assigned to group four. The Sherer’s test of self-regulation was used as pretest and posttest. Results showed that instruction of the components of self-regulated strategies were effective on self-efficiency and promoted it.
ali moslehi rad; soghra ebrahimi ghavam
Abstract
Regarding the purpose the stydy that is to compare cognitive styles (field dependent and field independent) and the degree of ,O usage of self - regulated teaming strategies among gifted and normal the sample of the study consisted of200 people (100boy and100 girls) were selected form the of Qazvin , ...
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Regarding the purpose the stydy that is to compare cognitive styles (field dependent and field independent) and the degree of ,O usage of self - regulated teaming strategies among gifted and normal the sample of the study consisted of200 people (100boy and100 girls) were selected form the of Qazvin , via multi stage cluster sampling . The tools of this study , were group embedded figures test (witkine et al 1997), self - regulated learning questionnaire( pintrich & de groot 1991),also in order to control the inelegancy of subjects, the rieven test for adults was used. in order to statistical iS show that: 1-there is a significant difference between the cognitive analysis and pearson coefficient correlation were used. The results styles of gifted students and normal . 2- there is a significant . difference between the degree of applying self-regulated learning strategies in gifted and normal students .in orther words , the gifted students use more self- regulated teaming strategies. 3-in general of cognitive style and the degree of applying self-regulated learning strategies . 4-a significant positive relationship between congnitive 4 styls (field dependent and field independent) and self-regulated learning strategies was found.
