The purpose of this mixed study was to determine the impact of a growth mindset intervention on adult ESOL learners' growth mindset, self-efficacy, and learning behaviors at a technical college. This study adopted paired samples t test to analyze quantitative component part of the study, including pre and post Growth Mindset Surveys and Self-Efficacy Surveys. For the qualitative component of the study, participants' interview responses were recorded and analyzed to explore their perspectives on the quantitative part of the study. Quantitatively, the findings of the study showed that there was no significant difference between growth mindset intervention and adult ESOL students' growth mindset and self-efficacy scores. However, qualitatively, students conceptualized the growth mindset messages according to participants' interview responses. Students reflected they modified their learning behavior, and some had improved their attendance after the growth mindset intervention. Overall, a growth mindset intervention and the implications for growth mindset, efficacy, and learning behavior provided meaningful insight about how to address both academic and social needs.
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Doctor of Education (Ed.D.)
College of Community Innovation and Education
Educational Leadership and Higher Education
Educational Leadership; Executive Track
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Stiskin, Wei-Chun, "The Impact of a Growth Mindset Intervention on Growth Mindset, Self-efficacy, & Learning Behaviors of Adult ESOL Learners at a Technical College" (2022). Electronic Theses and Dissertations, 2020-. 1444.