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How do mindsets relate to English levels?
Graduation Thesis
Presented to
the Faculty of the Department of
English Language and Literature
Notre Dame Seishin University
In Partial Fulfillment
of the Requirement for the Degree
Bachelor of Arts
by
Shiho Sumiyoshi
2017
Contents
Abstract
Chapter One: Mindsets and Motivation 1
1.1 Introduction 1
1.2 The types of Motivation 1
1.3 Mindsets 2
1.3.2 Attribution 6
1.4 Previous research on the relationship between mindset,
motivation and attribution theory 6
1.4.2 Osugi’s research 8
1.5 Vocabulary size and levels 8
1.6 Research Questions 9
1.7 Conclusion 9
Chapter Two: Questionnaire 11
2.1 Introduction 11
2.2 Questionnaire 11
2.2.1 Overview 11
2.2.2 Method 12
1
1) Subjects 12
2) Test design 12
3) Procedure 12
2.2.3 Results 13
2.3 Summary 34
Chapter Three: Mindsets 35
3.1 Introduction 35
3.2 Summary of results 35
3.3 Discussion of results 35
3.3.1 About Figure 1a&b 35
3.3.2 About Figure 2-29 36
3.4 Research Questions 38
3.5 Implications 39
3.6 Limitations of the Experiments 39
3.7 Further research 40
3.8 Conclusion 40
References 41
Appendices 42
2
Abstract
This thesis researched the relationship between mindset and English level.
Today, English is one of the most useful languages for business. That is why
Japanese students usually take English class from elementary school, or even
kindergarten. But their levels are different and their mindset also. This thesis will
consider if there is any relationship between mindset and English level.
To look into this relationship, we made a questionnaire about mindset and
collected data from 39 university students who study English at university. First,
the subjects were given English vocabulary size test on online to ascertain their
English level. Next, they answered a questionnaire of 37 about mindset and
attribution. The data were analyzed.
According to this research, it cannot be said that there is a relationship between
mindset and English level. There were a few people with a low score who chose
Growth mindset, and some people who got high score choose Fixed mindset.
But it also showed people who got a high score chose Growth mindset and
people who got low score choose Fixed mindset comparatively, but it cannot be
said definitely.
3
Chapter 1 Mindsets and Motivation
1.1 Introduction
Today, it is more and more necessary to learn English in Japan for
business due to globalization. Many big international companies in Japan
require their employees to have high TOEIC or TOEFL scores and there are
many kindergartens that emphasize teaching children English. Subjects who
work in Japan will need not just to speak English in the future but to do
something with English. When we learn English, we need the motivation for
English. So I will write about the types of motivation and how motivation
influences our study.
1.2. The types of motivation
Motivation can be classified into Extrinsic motivation and Intrinsic
motivation.
(1) Extrinsic motivation
・ caused by reward and punishment
・ leads to desire to look smart and mind other opinion and criticism.
◦ I want to look smart so I study English.
◦ If I have qualifications of teachers, I look wise so I’ll take it.
◦ If I can play basketball, I look cool so I’ll do it.
(2) Intrinsic motivation
1
・ caused by their enjoyment and satisfaction.
・ leads to a desire to learn and absorb other opinions and criticism.
・ Subjects who have this motivation struggle for their target and get what they
wanted. That is the biggest reward for them.
◦ I love Harry Potter and want to watch it with English so I study English.
◦ I love listening to Mozart’s music so I try to have to widen my
knowledge of music.
◦ I love Australia so I will learn its history.
There are many studies of motivation and it consistently proves that
intrinsic motivation can arrive at higher levels of outcome both in quality and in
quantity than extrinsic motivation. We need intrinsic motivation in the long run
when we study something new.
1.3 Mindsets
This is related to extrinsic motivation and intrinsic motivation. Mindset
also can be classified into two types, which are Fixed Mindset and Growth
mindset (Dweck 2000)
(1) Fixed Mindset
A person with a fixed mindset
has the opinion that our personality and intelligence never can be
changed by the action or effort
・has desire to look smart
・ tends to avoid hard challenges and easily give up when they
2
encounter obstacles
・ see everything as deterministic so they can’t get the meaning of
process when they do something.
・related to extrinsic motivation.
(2) Growth Mindset
A growth mindset is the opinion that our personality and intelligence are
different from other subjects, however it can be changed through
experience or study.
Subjects who have a growth mindset
tend to desire to learn and accept hard challenges and persist in
anything.
・ think effort as waypoint of proficiency and they can arrive at high
level target.
・have motivation related to intrinsic motivation.
Table 1: A table of the differences between the two mindsets
Fixed Mindset Growth Mindset
Leads to desire to look smart and therefore a
tendency to…
Leads to desire to learnAnd therefore a tendency
to…
avoid challenges CHALLENGES embrace challenges
give up easily OBSTACLES persist in the face of setbacks
see effort as fruitless or
worse
EFFORT see effort as the path to
mastery
3
ignore useful negative
feedback
CRITICISM learn from criticism
feel threatened by the
success of others
SUCCESS OF OTHERS
find lessons and inspiration in
the success of others
As a result, they may
plateau early and achieve
less than their full potential.
As a result, they reach ever
higher levels of
achievement.
There are many differences between fixed mindset and growth mindset
as we see in Table 1.
When learning English, subjects with a fixed mindset tend to give up
easily every time they find something hard as they believe they can never can
learn what they really want even with challenges (e.g. “I can never learn this it’s
too hard, I’m too stupid”).
While, a person with a growth mindset tends to absorb other opinions and
struggle to achieve their target with growth mindset. Like this, a growth mindset
is needed to keep high motivation when learning English (e.g. they could
believe “I don’t know this “YET” but I will do soon”).
Also if subjects learn English with extrinsic motivation, subjects may be
able to study hard at first. But this motivation can’t keep them having high
motivation for a long time. However, if subjects learn English with intrinsic
motivation, subjects may be able to raise their motivation.
However, these types of mindset are not always fixed for the one
person, or one type of task. Whether a person has a fixed mindset or growth
4
mindset depends on what task subjects face. For example, a girl who is good at
playing the piano but isn’t good at cooking may have growth mindset for playing
the piano and fixed mindset for cooking. As you see, subjects tend to have each
mindset according to which tasks they like or don’t like.
So how can we change our mind from fixed mindset to growth mindset?
Three basic elements influence to intrinsic motivation. These are Competence,
Self-determination and Relatedness.
Ⅰ. Competence
- the mindset that we think we can do anything and it works to have self-
confidence, and it can keep them to have high motivation.
For example, you want to look smart and inspire others so struggle and
complete something. And that is very motivation for you.
Ⅱ. Self-determination
- choosing freely whatever subjects want.
- can choose what they really want to do so they have responsibility for it
and struggle to do it.
For example, you want to do something from your decision not enforcement,
and when you can complete something this is very motivation for you.
Ⅲ. Relatedness
- the mindset that says they want to relate anyone or social.
For example, you think that you want to relate anyone, social, and group.
From having relation others, this is very motivation for you.
These three elements tend give subjects intrinsic motivation.
5
1.3.2 Attribution
According to attribution theory it is normal for subjects to find
explanations or causes - that can be attributed to their own success or failure.
Attribution theory says that subjects will interpret their environment in such a
way as to maintain a positive self-image.
There are two main categories of attributes for explaining success or failure:
Internal or external
Stable or unstable
1. Internal Attribution: The process of causing of behavior to some internal
characteristic, rather than to outside forces. Behavior of person caused by their
personality, beliefs, and traits.
2. External Attribution: The process of causing of behavior to some
environmental or a person's control rather than to some internal characteristic.
Behavior of person caused by their situation, environmental, and events.
(Source http://www.simplypsychology.org/attribution-theory.html)
1.4 Previous research on the relationship between mindset, motivation
and attribution theory
Some subjects tend to think their intelligence and creativity can never
be changed from when they are born. But Dweck (2000) researched about this
6
for 20 years and showed this is not true because of her Mind set theory. The
person who has Growth Mindset can develop their intelligence and ability.
The Person with Fixed Mindset has desire that he wants to make
himself look better so tend to avoid challenges that possibly may lead to
failure. When they face their problems they often easily give up and think that
effort is not worth it. For their criticism, they ignore other’s feedback even if it’s
so useful for them and fear the success of others. Finally, they can’t completely
expand their ability and often fail at early stages.
The person with Fixed Mindset has desire that he wants to learn so
they will embrace challenges and persist past obstacles. They think effort is a
stage on the way to attain goals, learn from criticisms and other success. They
absorb many things and get to a high level.
The person with Fixed Mindset looks at the world as determinism so
they can’t get meaning from process. Dweck believes personality and
intelligence are not fixed and can be improved that cause change for both of
children and adults. She says there is a large number of subjects that want to
prove relationship. But they think that their ability and intelligence are fixed and
they always will be evaluated negatively wherever and whenever they do so
they focus on these often thinking “Am I loser? Winner?” “Am I accepted?
Excluded?” “Do I look as intelligent? Foolish?”
Some subjects who think that their personality can be changed and
improved don’t think like that. They think that subjects have each personality but
everyone can change and train it by experiences and studies. We can train for
many years with having passionate by thinking that my ability CAN CHANGE.
7
Dweck has experimented with four year old children. She taught a Fixed
Mindset for A group and Growth Mindset for B group. Then she made two
groups choose one from two kinds of jigsaw puzzles. A group (Fixed mindset)
choose easy one to be able to show their ability to others that they don’t make a
mistake and B group (Growth Mindset) saw it and thought why did they choose
puzzle many times that they can’t learn new things from it? A group (Fixed
Mindset) want success that can show their abilities look intelligent and B group
(Growth Mindset) wanted improve their abilities. It seems that they think
success as not look intelligent but to be intelligence.
From these experiments, we can see that a Fixed mindset and Growth
mindset may influence the way of enjoying challenges. B group children choose
harder one to solve puzzle that they can’t complete easy, while A group children
choose one to complete puzzle that they can do easy.
1.4.2 Osugi’s research
Osugi’s (2016) said that Japanese English learners tend to want to
make something perfectly so they aren’t confident about something they can’t
master. When they have problem, they tend to have Fixed mindset for things
that if they can’t be confident about it. And she said it can’t say strongly can
subjects change their mindset judge from her experiments.
1.5 Vocabulary size and levels
This thesis will look at the relationship between mindset and vocabulary
size. A vocabulary test can measure their ability in two ways. First, how many
8
words do they know? Second, what depth do they know for only one word?
Mainly, first one is used to measure subject vocabulary size.
It is said that there is a strong relationship between reading ability and
vocabulary size. Especially, reading ability is needed to learn second language
and we need to learn many vocabularies.
A vocabulary size test that measures how many words do they know.
So vocabulary size test can measure what knowledge they have for second
language and how they can use words correctly. It can show their levels of
second language.
1.6 Research Questions
These are the research questions for this thesis
1. What kind of mindset do Seishin students have?
2. How are mindset and motivation related to student’s level?
3. Can students change their mindset?
1.7 Conclusion
Chapter One has discussed four topics. We study foreign languages but why do
we study it? Its purpose are different from everyone one. The way we study
foreign language is thought to cause differences of the language levels. So we
9
will search whether there any differences of vocabulary levels from their
mindset in Chapter Two.
10
Chapter Two: Questionnaire
2.1 Introduction
The level of English ability is different for each person due to their
motivation or mindset. So this thesis will research the difference of English level
between vocabulary size and mindset.
2.2 Questionnaire
This section will report the data from the questionnaire.
2.2.1 Overview
This experiment had two-stages. First, the subjects took an English
vocabulary test online and get their English vocabulary level score that shows
many words they know. Next, they answered a questionnaire about mindset and
attribution. In the mindset section, the questionnaire asked whether they have a
growth mindset or fixed mindset. In the Attribution section, they reported
whether their English ability came from internal or external factors.
The thesis assumes that subjects with a high Vocabulary size and who
has Intrinsic motivation, Growth mindset and Internal attribution, he would have
a high English level. And if person has Extrinsic motivation, Fixed mindset and
External attribution, he would have low English ability. This thesis will also
research about how mindset relates to English ability.
11
2.2.2 Method
1) Subjects
The subject for first questionnaire who were asked all questions, were
39 university students in Okayama. They study English at school.
They answered about their English vocabulary level and their motivation,
mindset and attribution level. They were all females except one.
2) Test design
The questionnaire asked subjects about the relationship between their
English ability and their motivation and mindset. First, the subjects found their
English vocabulary level. (http://my.vocabularysize.com/)
Next, the questionnaire asked about their mindset and attribution. In the
mindset section, questionnaire asked about Growth mindset and Fixed mindset
from questions. In the attribution section, the questionnaire asked about
whether their English ability determined by Internal or External factors
They were given 37 questions (In mindset 30 and, In attribution 2).
These questions asked about their reason to study English and how they use or
study English what was the reason for their English ability today. for example,
due to their effort or their teachers’ attitude.
3) Procedure
This experiment had two steps. First, they have test about English
vocabulary about 100 subjects in a site (http://my.vocabularysize.com/) and they
12
get their own vocabulary score on online. Next, they answered 30 questions
about mindset and 2 questions about attribution. The answers were collected
using Google Forms and compare their vocabulary level to their, mindset and
attribution and how they re related.
2.2.3 Results
First, we will look at the data for questionnaire from Figures 1 to from 30,
and then the data for Figure 31 and Figure 32 which relate to the questions
below.
Figure 1a. The data for how long they study English.
The half of the subjects study from elementary school in higher grades, nearly
half of the subjects study from junior high school. A few subjects study from
elementary school in lower grades.
13
Figure 1b. The data for how you think what level you are in Vocabulary,
Grammar, Speaking, Reading, Writing, and Listening sections.
Vocabulary Grammar Speaking Reading Writing Listening0
10
20
30
40
50
60
What is your level?
Basic Elementary IntermediateUpperIntermediate Advanced
The number of subjects who choose Intermediate level is largest at all of
sections.
14
Table 2. Why do you study English?
Strongly Disagre
eDisagre
e
I'm undecid
ed AgreeStrongly
agreeI love English. 0.0% 0.0% 10.3% 59.0% 30.8%It is easy. 7.7% 41.0% 35.9% 15.4% 0.0%It is useful. 0.0% 0.0% 10.3% 38.5% 51.3%It is cool. 0.0% 2.6% 7.7% 41.0% 48.7%I'm interested in foreign languages 0.0% 7.7% 10.3% 38.5% 43.6%I'm interested in foreign culture. 2.6% 2.6% 17.9% 33.3% 43.6%To be international. 0.0% 5.1% 17.9% 43.6% 33.3%To travel around the world. 0.0% 0.0% 10.3% 43.6% 46.2%To speak English fluently. 0.0% 5.1% 7.7% 41.0% 46.2%To understand western music or western film. 0.0% 10.3% 15.4% 59.0% 15.4%To make foreign friends. 0.0% 15.4% 17.9% 43.6% 23.1%To get married to a foreigner. 15.4% 35.9% 25.6% 20.5% 2.6%To grant my dream or desire. 5.1% 10.3% 46.2% 25.6% 12.8%To widen my knowledge. 0.0% 5.1% 15.4% 53.8% 25.6%To improve my English ability. 0.0% 2.6% 12.8% 41.0% 43.6%To get a good job. 0.0% 10.3% 28.2% 38.5% 23.1%To get a good salary. 5.1% 12.8% 30.8% 30.8% 20.5%To get a high score in test. 0.0% 5.1% 20.5% 48.7% 25.6%To graduate school. 2.6% 15.4% 25.6% 38.5% 17.9%Because I'm a member of the English department. 2.6% 7.7% 30.8% 48.7% 10.3%Because my parents wish. 17.9% 30.8% 30.8% 20.5% 0.0%Because other subjects will respect me more. 23.1% 33.3% 25.6% 17.9% 0.0%
I think... I want to study not only things teachers teach me 0.0% 5.3% 21.1% 50.0% 23.7%I think... I like the homework that is hard to do 0.0% 38.9% 30.6% 25.0% 5.6%I think... I like the homework that is easy to do 0.0% 12.8% 43.6% 30.8% 12.8%
If I have a difficult question ….
try to solve it by myself as much as I can 0.0% 7.9% 10.5% 50.0% 31.6% ask teachers how to solve it right now 0.0% 15.8% 23.7% 52.6% 7.9% like that because I'm so happy when I can solve it 0.0% 7.9% 28.9% 44.7% 18.4% hate that because it is difficult 0.0% 27.0% 35.1% 32.4% 5.4% try many ways to solve it 0.0% 15.8% 15.8% 44.7% 23.7% spend more time on that question 0.0% 13.2% 34.2% 44.7% 7.9% give up soon 0.0% 58.3% 27.8% 13.9% 0.0% review regularly 0.0% 8.1% 51.4% 37.8% 2.7%
15
For effective English study... I ask myself whether I have achieved my goals regularly. 0.0% 23.1% 23.1% 46.2% 7.7%I make schedule to achieve my goals. 0.0% 12.8% 28.2% 41.0% 17.9%I plan my goals for learning. 0.0% 10.3% 33.3% 38.5% 17.9%I make my time to study at my own pace. 0.0% 5.1% 23.1% 56.4% 15.4%I can use my time, environment and method to study smoothly. 0.0% 5.1% 43.6% 41.0% 10.3%I know the best way to study.
For improving my English skills... 2.6% 30.8% 41.0% 23.1% 2.6%I write new words many times to learn. 0.0% 35.9% 15.4% 38.5% 10.3%I make examples to help me study easily. 0.0% 17.9% 28.2% 48.7% 5.1%I imitate the way that native speakers talk. 0.0% 7.7% 28.2% 48.7% 15.4%I use idioms or other routines in English. 0.0% 12.8% 35.9% 43.6% 7.7%I watch TV shows or movies or listen to the radio in English. 2.6% 12.8% 23.1% 38.5% 23.1%I read a English story or dialogue several times until I can understand it. 0.0% 10.3% 20.5% 53.8% 15.4%
16
Table 3. What is your Mindset?
Strongly Disagree Disagree
I'm undecided Agree
Strongly agree
My intelligence is something very basic about me that I can't change very much. 2.6% 17.9% 20.5% 46.2% 12.8%I can learn new things but I can't change how intelligent I am 2.6% 35.9% 15.4% 33.3% 12.8%Some subjects are good and kind. and some are not - it's not often subjects change 2.6% 15.4% 17.9% 48.7% 15.4%Only a few subjects will be truly good at sports - I have to be "born with it" 0.0% 30.8% 20.5% 30.8% 17.9%Trying new things is stressful for me and I avoid it 15.4% 43.6% 15.4% 12.8% 12.8%I often get angry when I get feedback about my performance 10.3% 51.3% 17.9% 10.3% 10.3%When I get something problem, I try to solve it as capable much as possible 2.6% 12.8% 2.6% 59.0% 23.1%When I get something trouble, I give up easily 10.3% 46.2% 23.1% 10.3% 10.3%I don't recognize or admit my mistakes 7.7% 43.6% 20.5% 17.9% 10.3%When others success, I feel threatened 10.3% 41.0% 15.4% 25.6% 7.7%I see efforts as worthless 10.3% 30.8% 30.8% 20.5% 7.7%I avoid challenges 10.3% 46.2% 15.4% 20.5% 7.7%I have desire to look smart 5.1% 17.9% 30.8% 35.9% 10.3%I ignore useful feedback 12.8% 46.2% 12.8% 17.9% 10.3%No matter how much intelligence I have, I can always change it quite a bit 7.7% 20.5% 35.9% 23.1% 12.8%I can always substantially change how intelligent I am 7.7% 17.9% 33.3% 28.2% 12.8%I can always change basic things about the kind of person I am 7.7% 17.9% 17.9% 43.6% 12.8%Music talent can be learned by anyone 7.7% 20.5% 20.5% 43.6% 7.7%The harder I work at something, the better I will be at it 7.7% 12.8% 15.4% 30.8% 33.3%I appreciate when parents, coaches, teachers give me feedback about my performance 7.7% 7.7% 7.7% 46.2% 30.8%when I get something trouble, I try to solve and improve it as much as possible 7.7% 10.3% 2.6% 48.7% 30.8%When I get something trouble, I try to solve it as much as I can 7.7% 10.3% 0.0% 51.3% 30.8%I eager to learn and open my feedback and suggestions 7.7% 12.8% 12.8% 51.3% 15.4%When others success, I want to find lessons and inspiration 7.7% 7.7% 15.4% 48.7% 20.5%
17
I see efforts as the path to mastery 7.7% 10.3% 41.0% 28.2% 12.8%I embrace challenges 10.3% 25.6% 23.1% 33.3% 7.7%I have desire to learn 7.7% 10.3% 2.6% 64.1% 15.4%I learn from criticism 7.7% 25.6% 30.8% 25.6% 10.3%
18
These data show that the High groups have a score over 7000, the Medium
groups scored 5000 to 6900, and the Low groups scored under 4900.
Figure 2: The data their intelligence
Strongly Agree Agree I'm undecided Disagree Strongly Disagree
02468
101214161820
2 3 2 12
9
21
6
6
6
1
My intelligence is something very basic about me that I can't change very much.
Low Medium High
The data in Figure 2 shows that subjects who get high score choose Agree, I’m
undecided and Disagree equally, and subjects who get medium score choose
Agree most. The number of subjects who choose Agree is the largest.
19
Figure 3: The data for change of intelligence
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0
2
4
6
8
10
12
14
16
1
53
10
22
5
3
3
2
3
1
I can learn new things but I can't change how in-telligent I am.
High Medium Low
The data in Figure 3 shows that subjects who get high score choose Disagree
most, and next is Agree. Subjects who get medium score choose Agree most,
and next is I’m undecided and Disagree. Subjects who got a low score choose
Agree most and second is Strongly agree.
Figure 4: The data for things if you can change character.
Strongly Agree Agree I'm Undecided Disagree Strong Disagree02468
101214161820
1
95 4
13
6
222
4
Some people are good and kind.and some are not-it's not often people change.
High Medium Low
The data in Figure 4 shows that all kinds of subjects tend to choose Agree the
most, and the number of subjects who choose I’m undecided and Disagree is
20
nearly equal.
Figure 5: The data Physical Ability
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0
2
4
6
8
10
12
14
74 5 4
4 3 6
42
Only a few people will be truly good at sportsI have to be "born with it".
High Medium Low
The data in Figure 5 shows that the percentage of subjects in four choices who
get high score is nearly the same and largest one is Strongly agree. While
subjects who get medium score choose Disagree most. No one chose Strong
disagree.
Figure 6: The data for things which are stressful
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0
2
4
6
8
10
12
14
16
35
3
8
1
1 1
7
41 2 1
Trying new things is stressful for me and I avoid it.
High Medium Low
The data in Figure 6 shows that the percentage of subjects who get high scores
and medium scores is the largest for Disagree, but subjects who get high score
choose Agree second, and medium score subjects choose Strongly disagree
21
second.
Figure 7: The data for when you get feedback
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0
5
10
15
20
25
4 41
10
12
8
34
2
I often get angry when I get feedback about my performance.
High Medium Low
The data in Figure 7 shows that subjects who get high and medium score
choose Disagree most. And only subjects who get high score chose Strongly
agree and Agree. The subjects who got a low score choose I’m undecided and
Disagree.
Figure 8: The data for things when you get some problems
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0
5
10
15
20
25
2
12
14
1
4
7
13
4
When I get some problems, I try to solve them as much as possible.
High Medium Low
22
The data in Figure 8 shows that the percentage of subjects who choose Agree
is the largest. And second is Strongly agree.
Figure 9: The data for things when you get some troubles
Strongly Agree Agree I'm Undecided Disagree Strong Disagree02468
101214161820
11
5
4
13
1
3
24
11
3
When I get sometroubles, I give up easily.
High Medium Low
The data in Figure 9 shows that the percentage of subjects who choose
Disagree is the largest, and second is I’m undecided. The percentage of other
choices are almost same.
Figure10: The data for things when you take your mistake
Strongly Agree Agree I'm Undecided Disagree Strong Disagree02468
101214161820
1
4
4
3
3
1
3
14
12
3
I don't recognize or admit my mistakes
High Medium Low
23
The data in Figure 10 shows that the number of subjects who get High score
choose Disagree most. And next is I’m undecided. They don’t choose Strongly
Agree.
Figure 11: The data for things when others success
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0
2
4
6
8
10
12
14
3
11
1
14
2
11
3
4 7
1
When other success, I feel threatened.
High Medium Low
The data in Figure 11 shows that the number of subjects who choose Disagree
is the largest. The subjects who choose Strongly Agree was only subjects who
got a low score.
Figure 12: The data for things how do you think your efforts
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0
2
4
6
8
10
12
14
3
1
1 1
1
3 4
10
3
4
7
1
I see efforts as worthless.
High Medium Low
24
The data in Figure 12 shows that the number of subjects who choose Disagree
and I’m undecided is the same. But the percentage of subjects who choose
Disagree is large by subjects who get high score, and choose I’m undecided is
large by subjects who get Medium score.
Figure 13: The data for things when you get challenges
Strongly Agree Agree I'm Undecided Disagree Strong Disagree02468
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3
2
2
2 2
14
2
4 4
2
2
Iavoid challenges.
High Medium Low
The data in Figure 13 shows that subjects who get high score choose Disagree
most. The subjects who choose Strongly Agree was only subjects who get low
score.
Figure 14: The data for things how do you want to look
25
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0
2
4
6
8
10
12
14
16
1
34
3
13
21
1
97
31
I have desire to look smart.
High Medium Low
The data in Figure 14 shows that the subjects who get high score choose Agree
most.
Figure 15: The data for things how you get your useful feedback
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0
2
4
6
8
10
12
46
8
2
1
4
6
1
3
1
1 1
1
I ignore useful feedback.
High Medium Low
The data in Figure 15 shows that the percentage of subjects who choose
Strongly Agree between subjects who get high and low score is nearly the
same.
Figure 16: The data for things if you can change your ability
26
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0
2
4
6
8
10
12
14
16
46
8
2
1
2
5
4
1
1
2
3
No matter how much intteligence I have, I can always change it quite a bit.
High Medium Low
The data in Figure 16 shows that the number of subjects who choose I’m
undecided is the largest, and Second is Agree. The subjects who choose
Strongly Disagree was only subjects who got a low score.
Figure 17: The data for things if you can change your intelligent
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0
2
4
6
8
10
12
14
36
10
1
2
4
3
3
1
3
3
I can always substaintly change how intelligent I am.
High Medium Low
The data in Figure 17 shows that the number of subjects who choose I’m
undecided is large. The subjects who choose Strongly Agree was only subjects
who get high and medium score.
Figure 18: The data for things if you can change your personality
27
Strongly Agree Agree I'm Undecided Disagree Strong Disagree02468
1012141618
3
9
4 42
6
31
2
2
3
I can always change basic things about the kind of person I am
High Medium Low
The data in Figure 18 shows that the number of subjects who choose Agree is
the largest. And the number of subjects who choose disagree and I’m
undecided are nearly same.
Figure 19: The data if you can change your talent
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0246
81012141618
1
10
632
6
13
1
1 2
3
Music talent can be learned by anyone.
High Medium Low
The data in Figure 19 shows that the number of subjects who choose Agree is
the largest. The subjects who choose Strongly disagree was only subjects who
got a low score.
Figure 20: The data for things if you can change your works by your efforts
28
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0
2
4
6
8
10
12
14
97
31
34
3
2
11
2
3
The harder I work at something, the better I will be at it.
High Medium Low
This data in Figure 20 shows that the number of subjects who get high score
choose Strongly agree the most. The number of subjects who choose Strongly
disagree was only subjects who got a low score.
Figure 21: The data for things when you get your feedback
Strongly Agree Agree I'm Undecided Disagree Strong Disagree02468
101214161820
8 9
2 1
3
7
11
1
2
13
I appreciate when parents, coaches, teachers give me feedback about my performance.
High Medium Low
The data in Figure 21 shows that the number of subjects who choose Strongly
disagree, Disagree, and I’m undecided, are low. And the rest two choices,
Agree and Strongly agree, were chose by many subjects.
Figure 22: The data for things when you get some troubles
29
Strongly Agree Agree I'm Undecided Disagree Strong Disagree02468
101214161820
711
1 1
3
8
1
2
23
When I get something trouble, I try to solve and improve it as much as possible.
High Medium Low
The data in Figure 22 shows that the number of subjects who choose Agree is
the largest, and only by subjects who get high and medium score. The
percentage of subjects who choose Disagree and Strongly disagree is large for
the subjects who got a low score.
Figure 23: The data for things when you get some troubles
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0123456789
3
8
1
22
31 1
When I get something trouble, I try to solve it as much as I can.
High Medium Low
The data in Figure 23 shows that the number of subjects who choose Agree is
largest and by only subjects who get high score. The subjects who choose
Strongly disagree was only subjects who got a low score.
30
Figure 24: The data for things about your own feedback
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0
5
10
15
20
25
3
13
43
7
2
1 33
I eager to learn and open my feedback and suggestions.
High Medium Low
The data in Figure 24 shows that the subjects who choose Strongly Agree and
Agree was only subjects who get high and medium score.
Figure 25: The data for things when others success
Strongly Agree Agree I'm Undecided Disagree Strong Disagree02468
101214161820
3
13
4
5
3
2
2
3
13
When others success, I want to find lessons and inspiration.
High Medium Low
The data in Figure 25 shows that the number of subjects who choose Agree is
the largest. The subjects who choose Strongly Disagree was only subjects who
got a low score.
31
Figure 26: The data for things how do you think your efforts
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0
24
6
810
12
1416
18
3
8 8
1
1
2
7
2
1
1
1
1
3
I see efforts as the path to mastery.
High Medium Low
The data in Figure 26 shows that the number of subjects who choose I’m
undecided, and second is Agree. Subjects who choose Strongly Dsiagree was
only subjects who got a low score.
Figure 27: The data for things how do you do for your challenges
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0
2
4
6
8
10
12
14
3
8 7
2
32
6
1
2
2
3
I embrace challenges.
High Medium Low
The data in Figure 27 shows that the number of subjects who chose Agree is
the largest, but the number of subjects who choose Disagree and I’m undecided
are also large.
32
Figure 28: The data for things do you have desire to learn
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0
5
10
15
20
25
30
4
15
1
2
8
2
2
23
Ihave desire to learn.
High Medium Low
The data in Figure 28 shows that the percentage of subjects who choose Agree
is the largest. The rest of four choices are choose small.
Figure 29: The data for things why do you learn
Strongly Agree Agree I'm Undecided Disagree Strong Disagree0
2
4
6
8
10
12
14
46 7
3
2
5
5
2 2
3
I learn from critisicm.
High Medium Low
The data in Figure 29 shows that the subjects who choose Strongly Agree was
only subjects who get high score. And subjects who choose Strongly Disagree
was only subjects who got a low score.
Figure 30: The data for things which do you have Growth mindset or Fixed mindset
33
definitely Growth mindset
Provably Growth midset
Neither Growth nor Fixed
Probabuly Fixed mindset
definitely Fixed mindset
02468
1012141618
About my Mindset
Low Middle High
The data in Figure 30 shows that the number of subjects who get medium score
choose each choices nearly percentages. Subjects who get high score choose
Growth mindset the largest, second is Definitely Growth mindset, and a few
subjects choose Provably Fixed mindset. All of subjects tend to Provably
Growth mindset.
Figure 31:Data for I think the reasons my English level is the level it is because…
Luck My
efforts
My teacher’s
attitude
My textbooks
and dictionary
My teacher’s
teaching ability
High 6 13 4 2
Medium 9 2
Low 3 2
Figure 32: I think the reasons my English motivation is the level it is because…
Luck My
efforts
My teacher’s
attitude
My textbooks
and dictionary
My teacher’s
teaching ability
High 5 13 3 1
Medium 1 11 1 2 3
Low 1 4 1 1
34
2.3 Summary
In this questionnaire, test and questionnaire shows the university
students’ English ability and their mindsets. About English test, it shows their
own scores which were divide into High, Medium, and Low score.
In next chapter, the results of English score and their each mindsets are
discussed and we will look to find some relationship between them.
35
Chapter Three: Mindsets
3.1 Introduction
In Chapter One, we looked four topics, Motivation, Mindset, Attribution,
and Vocabulary. Motivation, Mindset, and Attribution each have two types,
which differ individually when we study foreign languages. There are theories
that say they can change their ability, personality and intelligence after they are
born. It was shown by Dweck who studied about this topic over many years. So
we looked about subject’s mind in Chapter One.
In Chapter Two, the subjects took a vocabulary test and questionnaire
about Mindset and Attribution. We looked to find out any differences of mindset
between subjects who get high, medium or low score.
3.2 Summary of the results
English vocabulary test and questionnaire results show that subjects
who get high score comparatively choose answer of Growth mindset types. But
it doesn’t say that they definitely have Growth mindset and there are some
subjects who get high score chose Fixed mindset.
This result also shows that Seishin University students tend to have a
Growth Mindset more than Fixed mindset. Although there are some subjects
who got a low score, they also choose Growth mindset answer sometimes.
3.3 Discussion of the results
3.3.1 About Figure 1a&b
Figure 1a shows that the half of subjects study from elementary school
in higher grades, nearly half of subjects study from junior high school. A few
subjects study from elementary school in lower grades.
36
Figure 1b shows that the number of subjects who choose Intermediate
level is largest at all of sections.
3.3.2 About Figures 2-29
Figure 2,3,4,5
These figure shows that subjects can’t change their things, ability,
intelligence and personality. In the data in Figure 2 and 4, subjects who choose
Agree is the largest, and next is I’m not undecided. But In the Figures 3 and 5,
the subjects who choose Agree is not the largest. They choose disagree
equally. These Figures show subjects are similar, but their results shows
different types.
Figure 6, 7
These figures shows that do they feel stress when they give feedback
and try new things. These figures shows the same pattern. The number who
choose Disagree is the largest. And subjects who choose Agree and Strongly
Agree are large from the Low score group.
Figure 8, 9
These figure shows result that what do they do when they have
troubles.These results shows that subjects who try problems as much as
possible is the largest. And subjects who think that I never give up if I have
troubles were only High and Medium score subjects.
Figure 10,11,15
These figure shows result that what do they do when others give feedback or
success. The number of subjects who think that they admit their mistake and be
happy when other success is the largest. But only Figure 15, subjects tend to
choose ignore useful feedback. This was only Fixed mindset.
37
Figure 12,13,14
These figure shows result that what do they think for efforts, challenge, and
look. Subjects tend to think that we need efforts and challenges. The subjects
who choose we don’t need these was only low score subjects. And subjects
also want to look smart but subjects who get high score don’t choose Strongly
agree for subject.
Figure 16,17,18,19,20
These figures show the result that what do they think can change their ability,
talent and work.Subjects tend to think they can change their talent and their
works by effort. And all of these figures show subjects who choose Strongly
disagree was only low score.
Figure 21,24,25,29
These figures show the result of what do they do when other give them
feedback or critism and success. Subjects tend to choose that they learn from
other feedback and have inspirations by others success. But only in Figure 29,
they don’t answer they learn from critism. The number of subjects who choose
Agree and Disagree was equal.
Figure 22,23,27
These figures show the result that what do they do when they have some
trouble and challenges. They tend to answer that they try to solve that problems
as much as they can and embrace them. And subjects who got a low score tend
to choose Strongly disagree.
38
Figure 26,28
These figures show the result about what they think when they learn. In Figure
26, subjects who think efforts is path to mastery is not large most. But In Figure
28, subjects tend to choose they have a desire to learn. In both of these figures’
result, subjects who choose Strongly disagree was only low score subjects.
Figure 30
The data in Figure 30 shows about mindset. This result shows that the number
of subjects who get medium score chose each choice nearly the same
percentages. Subjects who get high score choose Growth mindset the most,
second is Definitely Growth mindset, and a few subjects choose Probably Fixed
mindset. Most subjects tend choose Probably Growth mindset
3.4 Research questions
These are the research questions from Chapter 1.
1. What kind of mindset do Seishin students have?
About Mindset, results show Seishin university students have Growth
mindset more than Fixed mindset comparatively. And from point of view in
divided each English score, it can’t prove that the subjects who get high score
have Definitely Growth mindset and subjects who got a low score have
Definitely Fixed mindset.
2. How are mindset and motivation related to student’s level?
Questionnaire result shows that it can’t say there are relation between
mindset and student’s level. People who have Growth mindset got high score
comparatively, but they don’t seem chose choices all of Growth mindset. There
are some people who got low score sometime chose choices Growth mindset.
39
3. Can students change their mindset?
There are a few people who got low score think Growth mindset, people
who got high score think Fixed mindset. So it seems that there are relation
between English level and mindset. So that’s why it may can change their
mindset even it may can’t change their English level.
3.5 Implications
It is very important for student to have mindset. It can’t say it causes
their English level, but it may seems relate to motivation for studying. If you
have some trouble, people who have Fixed mindset think that I can’t so I give
up. While people who have Growth mindset think that I can do it because other
give me advise and it inspire me so much. I’ll do it! If it can’t complete, but there
are something to get for them.
In this thesis, it shows no matter how people score, people who study
second language need to have Growth mindset. It may seem studying results,
but it makes them to keep studying.
3.6. Limitations of the Experiments
This questionnaire did for only 20-22age people. And only 1 is boy, the
rest of people are girl. It didn’t correct various generations and people’s data.
So it needed more people who answer this questionnaire.
And people who did questionnaire are almost student who study
English. So it couldn’t correct people who don’t study English data.
40
In this experiments, it didn’t have enough people to research clearly. So
it need more people and various ways to measure their vocabulary skills and
mindsets.
3.7. Further research
In this thesis, questionnaire did for people only 20-22 age people who
study English. So it change and did for people 18-60 age and not only who
study English and it may change something or show more clear.
To complement about can people change their mind, we need more
experiments. How do the cause of their mindsets are made by for? And can
their score for studying change after changing their mindset? It may can shows
about relation between score and mindset clearly.
3.8. Conclusion
It is very important for people who study to have Growth mindset.
Growth mindset makes us to keep studying and give pleasure to solve
problems. When you have some problems for studying, you will search various
ways to solve that and get something if not you can’t complete this problems.
It says that we should have Growth mindset to study. It is more
important to get something from process of struggle works. It may can change
nothing others, it will always be yours because you get it when you face
problems.
In this thesis, it can’t shows relation between mindset and English levels
clearly. But having Growth mindset makes us to have pleasure to study new
things. We should try and get many things with Growth mindset better than
know nothing with Fixed mindset.
41
References
Dweck, C. 2015 The Power of believing you can improve. TED Talk. https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?language=en
Macleod. S.2012 The Attribution theory.
http://www.simplypsychology.org/attribution-theory.html
Osugi, W.. 2016. Can mindsets be changed? Thesis presented to Notre Dame
Seishin University
Vocabulary test
http://my.vocabularysize.com/select/test Accessed May 13,2016
42
Appendices
Motivation and mindset questionnaire
This questionnaire will ask you about your motivation and thoughts about your
English ability
Name
When did you start studying English? *
from junior high school
from elementary school in higher grades
from elementary school in lower grades
from kindergarten
before kindergarten
Please do this test ! Keep this page open and enter your score later. It will take
about 20-30 minutes.
http://my.vocabularysize.com/?_action=_change_lang&_lang=jpn
Please write your score *
Mindsets
Strongly agree, Agree, I'm undecided, Disagree, strongly disagree
・My intelligence is something very basic about me that I can't change very
much.
・I can learn new things but I can't change how intelligent I am
・Some people are good and kind. And some are not - it's not often people
change
・Only a few people will be truly good at sports - I have to be "born with it"
・Trying new things is stressful for me and I avoid it
・I often get angry when I get feedback about my performance
・When I get something problem, I try to solve it as capable much as possible
43
・When I get something trouble, I give up easily
・I don't recognize or admit my mistakes
・When others success, I feel threatened
・I see efforts as worthless
・I avoid challenges
・I have desire to look smart
・I ignore useful feedback
・No matter how much intelligence I have, I can always change it quite a bit
・I can always substantially change how intelligent I am
・I can always change basic things about the kind of person I am
・Music talent can be learned by anyone
・The harder I work at something, the better I will be at it
・I appreciate when parents, coaches, teachers give me feedback about my
performance
・when I get something trouble, I try to solve and improve it as much as
possible
・When I get something trouble, I try to solve it as much as I can
・I eager to learn and open my feedback and suggestions
・When others success, I want to find lessons and inspiration
・I see efforts as the path to mastery
・I embrace challenges
・I have desire to learn
・I learn from criticism
There are two kinds of mindset. These are Growth mindset that and Fixed
mindset.
44
●A person with a Growth Mindset has the opinion that our personality and
intelligence can be changed through experience or study. For example: I have
difficult problem but I can do it.
●A person with a Fixed mindset has the opinion that our personality and
intelligence never can be changed by the action or effort. For example : I have
difficult problem so I can't do it.
About my mindset
・I definitely have a growth mindset
・Probably I have a growth mindset
・Neither growth not fixed
・Probably I have a fixed mindset
・I definitely have a fixed mindset
My English level is about ...
Advanced, Upper Intermediate, Intermediate, Elementary, Basic
・About Vocabulary, Grammar, Speaking, Reading, Writing, Listening
I think the reasons my English level is the level it is because .... (choose as
many as you like)
・Because of the quality of my teacher's teaching ability
・Because of my textbooks and dictionary
・Because of my teacher's attitude
・Because of my efforts
・Because of luck
45
I think the reasons my English motivation is the level it is because .... (choose
as many as you like)
・Because of the quality of my teacher's teaching ability
・Because of my textbooks and dictionary
・Because of my teacher's attitude
・Because of my efforts
・Because of luck
46
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