Arts Students’ Self-Efficacy and Mindset Between Their Professions and English Learning: Can’t I be as Good in the Arts as in English?
The purpose of the study was to investigate arts students’ self-efficacy and mindset between their professions and English learning. Self-efficacy and mindset are both involved with students’ belief in their ability to excel in their professions as well as their language ability. In other words, do they have the same confidence in their majors as in learning English? A total of 222 arts students participated in this study and they were divided into two group: High proficiency learners and low proficiency learners in English achievement. A questionnaire regarding students’ self-efficacy and mindset was implemented. A structural equation model (SEM model) was used to examine the relationships among students’ self-efficacy, growth mindset, fixed mindset, and reading score. The results show that students’ self-efficacy and mindset in their professions were higher than in learning English. Low proficiency learners’ fixed mindset was higher than highly proficient learners. The higher students’ self-efficacy and growth mindset were, the higher reading scores they obtained. Also, fixed mindset had negative significant influence on reading scores, and self-efficacy was a significant and critical mediator for growth mindset and reading score according to the SEM model. Arts students indeed have much more confidence in their professions compared with learning English, and fixed mindset hindered language learning.
|關鍵詞||自我效能、成長型心態、固定型心態、藝術相關科系學生、self-efficacy、growth mindset、fixed mindset、arts students|