Exploring the Relationship Between a Growth Mindset and Self-Regulated Learning:

: A Literature Review

Abstract

Self-regulation is a crucial skill in life for both academic and personal success, yet many learners struggle to regulate their learning process effectively. Although recent research indicates positive associations between a growth mindset and self-regulated learning (SRL), some findings are contradictory. This review aims to examine the latest developments in this actively evolving field of research by addressing the following central research question: What is the relationship between a growth mindset and SRL? To answer this question, a systematic review of studies published between 2010 and 2023 was conducted, resulting in a final set of 11 empirical papers. Results showed that a growth mindset is positively associated with SRL strategies in the forethought phase, altough mixed results were found for SRL strategies in the performance and self-reflection phase. Additionally, the results emphasize the significant positive role of both self-efficacy and a growth mindset in the connection with academic achievement, especially for students who face high academic risk. A growth mindset also enhances persistence and effort by changing how learners perceive fatigue, resulting in greater engagement with challenging tasks and reduced avoidance of self-regulatory efforts. Future research should build on recent studies that have shifted from assessing growth mindset as a general construct, to more specifically examining the impact of a growth mindet of SRL on the use of SRL strategies within varying academic settings. This should also take into account how different contexts and conditions influence this relationship, given the complexity and dynamics of a growth mindset and SRL as psychological constructs.

Date of Award	11 Nov 2024
Original language	English
Awarding Institution	Faculty of Educational Sciences
Supervisor	Lisette Wijnia (Supervisor)