Web viewThis thesis researched the relationship between mindset and English level. Today, English is one of the most useful languages for business. That is why Japanese

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

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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.

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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

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・ 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

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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

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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

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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.

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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

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http://www.simplypsychology.org/attribution-theory.html

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.

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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

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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

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will search whether there any differences of vocabulary levels from their

mindset in Chapter Two.

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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.

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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

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http://my.vocabularysize.com/

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.

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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.

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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%

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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%

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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%

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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%

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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

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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.

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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.


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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


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


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


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


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


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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


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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


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


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

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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


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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


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


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


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


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


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


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


81012141618

1

10

632

6

13

1

1 2

3

Music talent can be learned by anyone.

High Medium Low


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


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


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.


29


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 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.



3

8

1

22

31 1

When I get something trouble, I try to solve it as much as I can.

High Medium Low


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


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


101214161820

3

13

4

5

3

2

2

3

13

When others success, I want to find lessons and inspiration.

High Medium Low


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


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


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


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


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


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.


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

http://my.vocabularysize.com/select/test


https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?language=en

https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?language=en

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

Documents

Web viewThis thesis researched the relationship between mindset and English level. Today, English is one of the most useful languages for business. That is why Japanese