Correlation Between Growth Mindset And Self-Regulated Learning Strategy Use In English Writing Among Junior High School Students

Previous studies have provided tentative evidence on positive relationship between motivational beliefs and self-regulated learning(SRL)strategy use in English writing.However,as a core component of motivational beliefs,growth mindset has been less investigated individually for its relationship with SRL strategy use.Hence,the present study probed into general state of growth mindset,general state of SRL strategy use,and correlation between growth mindset and SRL strategy use in English writing among junior high school students.Planning strategy,self-monitoring strategy and revising strategy,proven to be frequently used at pre-writing stage,while-writing stage and post-writing stage,were examined.A sample of 362 junior high school students from 11 classes in grade 7 participated in this study.These participants were invited to complete questionnaires about basic information,growth mindset and SRL strategy use.To conduct an in-depth investigation,participants were classified as low writing achievers and high writing achievers based on eight writing scores.On the grounds of prior studies’ repertoire,three SRL strategies were divided into nine subelements.Planning strategy included students’ practices of planning for organization,content and language.When students self-monitored their writings,levels of attending to content,organization and accuracy were paid attention.With regard to revising strategy,how students revised mechanics,content and sentences was investigated.Three research questions were explored through descriptive analysis and correlation analysis of questionnaire data:(1)What is the status quo of growth mindset in English writing among junior high school students?(2)What is the status quo of SRL strategy use in English writing among junior high school students?(3)What is the correlation between growth mindset and SRL strategy use in English writing among junior high school students?As for the first research question,this study probed into the general state of growth mindset of overall writing achievers,high writing achievers and low writing achievers.It’s found that these junior high school students reported a high level of growth mindset in spite of their actual writing competence.That is,most students in this junior high school firmly held a growth mindset and believed to acquire progress via hardworking.The use of three SRL strategies was examined first among overall writing achievers,high writing achievers and low writing achievers.On a whole,students in junior high school reported a high level of planning strategy,self-monitoring strategy and revising strategy.In terms of differences between high writing achievers and low writing achievers,it’s found that low writing achievers reported a lower level of planning strategy than their counterparts.The results also revealed differences among students’ use of sub-elements of three SRL strategies.Correlation analyses were conducted on between growth mindset and three SRL strategies,as well as sub-elements of three SRL strategies.Generally,three SRL strategies were significantly and positively associated with growth mindset in a moderate level.Among three strategies,revising strategy had the lowest correlation with growth mindset while planning strategy had the highest correlation.From a subtle perspective,correlation analysis results suggested that growth mindset was correlated with these sub-elements at different levels.Inconsistent patterns were identified among correlations between growth mindset and different individual strategies.Through investigating correlation between growth mindset and three SRL strategies,the study underscored the significance of growth mindset in SRL strategy use and the importance of SRL strategy use in English writing.Based on these findings,this study provided some pedagogical implications with regard to conducting writing instructions,designing writing tasks and giving writing feedback,which help English teachers to enhance learners’ SRL strategy use and growth mindset in English writing.Moreover,limitations in this study and suggestions for future study were put forward.