Bai, B., & Wang, J. (2020). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements.
Language teaching research, 1362168820933190.
https://doi.org/10.1177/1362168820933190
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.
Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House.
Dweck, C. S., & Molden, D. C. (2017). Their impact on competence motivation and acquisition. Handbook of competence and motivation: Theory and application, 135.
Dweck, C. S., & Master, A. (2008). Self-theories motivate self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 31–51). Lawrence Erlbaum Associates Publishers.
Diener & Dweck, C. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions after failure.
Journal of Personality and Social Psychology, 36(5), 451–462.
https://doi.org/10.1037/0022-3514.36.5.451
Diener, C. I., & Dweck, C. S. (1980). An analysis of learned helplessness: II. The processing of success.
Journal of Personality and Social Psychology, 39(5), 940– 952.
https://doi.org/10.1037/0022-3514.39.5.940
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York, NY: Guilford Press.
Inan, B. (2013). The relationship between self-regulated learning strategies and academic achievement in a Turkish EFL setting.
Educational Research and Reviews,
8(17), 1544-1550.
https://doi.org/10.5897/ERR2013.1561
Kline, R. B. (2011). Principles and Practice of Structural Equation Modeling (5th ed., pp. 3–427). New York: The Guilford Press.
Khajavy, G. H., MacIntyre, P. D., & Hariri, J. (2021). A closer look at grit and language mindset as predictors of foreign language achievement.
Studies in Second Language Acquisition,
43(2), 379-402.
https://doi.org/10.1017/S0272263120000480
Lou, N. M., & Noels, K. A. (2016). Changing language mindsets: Implications for goal orientations and responses to failure in and outside the second language classroom.
Contemporary Educational Psychology, 46, 22-23.
https://doi.org/10.1016/j.cedpsych.2016.03.004
Lou, N. M., & Noels, K. A. (2017). Measuring Language Mindsets and Modeling Their Relations with Goal Orientations and Emotional and Behavioral Responses in Failure Situations.
The Modern Language Journal, 101(1), 214-243.
https://doi.org/10.1111/modl.12380
Lou, N. M., & Noels, K. A. (2019). Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching.
System, 86, 1–12.
https://doi.org/10.1016/j.system.2019.102126
Lin, X., & Wang, C. H. (2018). Achievement goal orientations and self‐regulated learning strategies of adult and traditional learners.
New Horizons in Adult Education and Human Resource Development, 30(4), 5-22.
https://doi.org/10.1002/nha3.20229
Noels, K. A., & Lou, N. M. (2015). Mindsets, goal orientations and language learning: What we know and what we can do. Contact, 41(2), 41–52.
Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance.
Journal of Educational Psychology, 82(1)
, 33-40.
https://doi.org/10.1037/0022-0663.82.1.33
Pintrich, P. R.; Marx, R. W. and Boyle, R. A. (1993). Beyond cold conceptual change; the Role on Motivational Beliefs and classroom contextual Factors in the process of conceptual change.
Review of Educational Research, 63, 167-199.
https://doi.org/10.3102/00346543063002167
Ryan and Mercer, S. (2012). Implicit theories: Language learning mindsets. In S. Mercer, S. Ryan, & M. Williams (Eds.).
Psychology for language learning: Insights from research, theory and practice (pp. 74–89).
https://doi.org/10.1057/9781137032829_6
Robins, R. W. &. Pals, J. L. (2002): Implicit Self-Theories in the Academic Domain: Implications for Goal Orientation, Attributions, Affect, and Self-Esteem Change.
Self and Identity, 1:4, 313-336.
https://doi.org/10.1080/15298860290106805
Rissanen, I., Kuusisto, E., Hanhimäki, E., & Tirri, K. (2018). Teachers’ implicit meaning systems and their implications for pedagogical thinking and practice: A case study from Finland.
Scandinavian Journal of Educational Research, 62(4), 487-500.
https://doi.org/10.1080/00313831.2016.1258667
Rashidnia and Rahmanpanah, H. (2021). Exploring Incremental and Entity Language Mindsets and their Relationships with EFL Learners’ Goal Orientations and Emotional Responses. Journal of English Language Research, 2(1), 35-59.
Sadeghi, F., Sadighi, F., & Bagheri, M. S. (2020). The relationship between Iranian EFL learners’ language mindset with goal orientation and responses to failure.
Cogent Education,
7(1), 1833814.
https://doi.org/10.1080/2331186X.2020.1833814
Sadeghi, F., Sadighi, F., & Bagheri, M. (2021). Exploring Language Mindsets, Goal orientations, and Responses to Failure: Proficiency Level in Focus.
Research in English Language Pedagogy,
9(2), 397-427.
https://doi.org/10.30486/RELP.2021.1921795.1251
Schmidt, J. A., Shumow, L., & Kackar-Cam, H. (2015). Exploring teacher effects for mindset intervention outcomes in seventh-grade science classes. Middle Grades Research Journal, 10(2), 17-32.
Yao, Y., Guo, N. S., Wang, W., & Yu, J. (2021). Measuring Chinese junior high school students' language mindsets: What can we learn from young EFL learners’ beliefs in their language ability?
System, 101, 102577.
https://doi.org/10.1016/j.system.2021.102577
استناد به این مقاله: ربیعی، پروین، شاهقلیان، مهناز و هاشمی رزینی، هادی. (1401). پیشبینی پاسخ به شکست براساس قالبهایذهنی زبانی در میان زبانآموزان ایرانی: نقش واسطۀ جهتگیری هدف و یادگیری خودتنظیمی.
فصلنامه روانشناسی تربیتی، 18(65)، 83-105. doi: 10.22054/jep.2023.62739.3436
Educational Psychology is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.