Modeling chinese high school EFL writers ’ language mindsets, goal orientations, and feedback-seeking behavior: the interaction effect between language mindsets and writing competence

This study was conducted at a prestigious public high school in southwest mainland China, with a sample of 462 12th grade students. Our path model provided the following three major findings. First , growth mindset students may pursue learning or performance-approach goals. Regardless of writing competence, they would both inquire and monitor teacher feedback. Second, learning oriented growth mindset students preferred feedback monitoring, whereas performance-approach oriented growth mindset s tudents preferred feedback inquiry. Third, only highly proficient fixed mindset students pursued performance-approach goals, which could lead to both feedback monitoring and inquiry, with a slight inclination toward the latter; meanwhile, less proficient fixed mindset students were unlikely to do so . Finally, we make pedagogical suggestions based on these findings.
Source: Reading and Writing - Category: Child Development Source Type: research