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Article: The effect of growth mindset on motivation and strategy use in Hong Kong students’ integrated writing performance
Title | The effect of growth mindset on motivation and strategy use in Hong Kong students’ integrated writing performance |
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Authors | |
Keywords | Growth mindset Integrated writing Motivation Secondary school students Strategy use |
Issue Date | 3-Jul-2024 |
Publisher | Springer |
Citation | European Journal of Psychology of Education, 2024 How to Cite? |
Abstract | Growth mindset (GM) theory conceptualizes that one’s ability can be improved with effort (Dweck, Self-theories: Their role in motivation, personality, and development, Taylor & Francis, 1999) from a social-cognitive perspective. Self-determination theory (SDT) emphasizes the motivational source of learning, i.e. autonomous motivation (AM) and controlled motivation (CM). The two motivational theories can both lead to strategy use (SU) in writing contexts. To provide a more comprehensive understanding of motivation, this study investigated GM, AM, CM and SU through an integrated writing task. Participants were 465 secondary-four students in Hong Kong. Structural equation modelling showed that GM indirectly promoted writing performance through the mediation of AM and SU. Besides, neither motivations exerted direct effect on writing performance, whereas both did so via the mediation of SU. The findings unveiled the importance of GM in Hong Kong secondary school students’ writing performance since it contributed to AM and SU. Regarding pedagogical implications, we encourage the proliferation of GM in every-day classroom. |
Persistent Identifier | http://hdl.handle.net/10722/346125 |
ISSN | 2023 Impact Factor: 2.7 2023 SCImago Journal Rankings: 1.161 |
DC Field | Value | Language |
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dc.contributor.author | Zhang, Jiahuan | - |
dc.contributor.author | Liu, Yaping | - |
dc.contributor.author | Cheong, Choo Mui | - |
dc.date.accessioned | 2024-09-10T00:30:38Z | - |
dc.date.available | 2024-09-10T00:30:38Z | - |
dc.date.issued | 2024-07-03 | - |
dc.identifier.citation | European Journal of Psychology of Education, 2024 | - |
dc.identifier.issn | 0256-2928 | - |
dc.identifier.uri | http://hdl.handle.net/10722/346125 | - |
dc.description.abstract | Growth mindset (GM) theory conceptualizes that one’s ability can be improved with effort (Dweck, Self-theories: Their role in motivation, personality, and development, Taylor & Francis, 1999) from a social-cognitive perspective. Self-determination theory (SDT) emphasizes the motivational source of learning, i.e. autonomous motivation (AM) and controlled motivation (CM). The two motivational theories can both lead to strategy use (SU) in writing contexts. To provide a more comprehensive understanding of motivation, this study investigated GM, AM, CM and SU through an integrated writing task. Participants were 465 secondary-four students in Hong Kong. Structural equation modelling showed that GM indirectly promoted writing performance through the mediation of AM and SU. Besides, neither motivations exerted direct effect on writing performance, whereas both did so via the mediation of SU. The findings unveiled the importance of GM in Hong Kong secondary school students’ writing performance since it contributed to AM and SU. Regarding pedagogical implications, we encourage the proliferation of GM in every-day classroom. | - |
dc.language | eng | - |
dc.publisher | Springer | - |
dc.relation.ispartof | European Journal of Psychology of Education | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Growth mindset | - |
dc.subject | Integrated writing | - |
dc.subject | Motivation | - |
dc.subject | Secondary school students | - |
dc.subject | Strategy use | - |
dc.title | The effect of growth mindset on motivation and strategy use in Hong Kong students’ integrated writing performance | - |
dc.type | Article | - |
dc.identifier.doi | 10.1007/s10212-024-00859-w | - |
dc.identifier.scopus | eid_2-s2.0-85197456725 | - |
dc.identifier.eissn | 1878-5174 | - |
dc.identifier.issnl | 0256-2928 | - |