AN INVESTIGATION OF GROWTH MINDSET TOWARD ENGLISH LANGUAGE LEARNING AMONG STUDENTS IN THE BILINGUAL ELEMENTARY EDUCATION PROGRAM, FACULTY OF EDUCATION, PHETCHABURI RAJABHAT UNIVERSITY
Keywords:
growth mindset, English learning, bilingual pre-service teachers, academic achievementAbstract
This research aimed to (1) examine the level of growth mindset in English language learning among bilingual elementary education students, (2) compare growth mindsets in English language learning between students with different genders and academic achievements, and (3) investigate the relationships among growth mindset, gender, and academic achievement. The sample consisted of 58 students from the Bilingual Elementary Education Program, Faculty of Education, Phetchaburi Rajabhat University, using total population sampling. The research instrument was an English Language Learning Growth Mindset Questionnaire developed by the researcher, comprising 48 items covering six dimensions, with a reliability coefficient of 0.89. Data were analyzed using descriptive statistics, independent samples t-test, one-way ANOVA, and Pearson's correlation.
The findings revealed that (1) students demonstrated a high level of growth mindset in English language learning overall ( = = 4.12, S.D. = 0.43), (2) growth mindsets in English language learning did not differ significantly by gender or academic achievement at the .05 level, and (3) growth mindset showed a low positive correlation with academic achievement at a statistically significant level (r = .28, p < .05), while no correlation was found with gender. The findings indicate that bilingual pre-service teachers possess the potential to develop English language skills through positive beliefs about their abilities, and support the necessity of integrating growth mindset-promoting activities into bilingual teacher education curricula to sustainably enhance English language learning.
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