Zadenajar,Anahita

The Relationship between Students’ Language Mindset and Deep Learning Self-regulated Strategies: The Case of Iranian EFL Learners

Recently, the role of mindsets on learners' Self-regulated learning strategy (SRLS) use in the ESL/EFL context has attracted the increasing attention of researchers. This study investigated the relationship between language mindset and SRL strategy use among undergraduate university students from both genders. Accordingly, this study use a model of Mindset Theory suggested by Dweck (1999) to explore the relationship between its components and learners’ use of Self-regulated strategies. The results of SEM and regression analysis on data collected through questionnaire from 241 Iranian EFL university students majoring in different fields showed that there was a significant negative relationship between fixed mindset and SRLSs and a significant positive relationship between growth mindset and SRLSs. In addition, the results of multivariate analysis indicated that female students use more SRLSs compared to male students. In addition, no significant difference was observed between students of the Basic Sciences and those of Engineering in terms of using strategies. These results can be used to enhance learners' perception of their mindsets and encourage EFL instructors to create a safe and positive learning environment, which promotes growth mindset.