Mentalidades de estudiantes costarricenses para el estudio del inglés

Authors

  • Luis Barquero Miyagi University of Education, Japan
  • Adrian Leis Department of English Education, Miyagi University of Education, Japan

DOI:

https://doi.org/10.15359/rl.1-65.6

Keywords:

growth mindset, secondary education, foreign language learning

Abstract

This study consists of a quantitative analysis comparing the mindsets of high school students from three different regions of Costa Rica. The objective is to identify students’ mindsets for English learning. Possible differences between the three geographical areas are explored. The results suggest that the students in all three regions appear to tend toward the growth mindset for studying English. No salient differences regarding students’ mindsets toward learning English were found among the three regions. The reasons for these results and pedagogical implications are also discussed.

References

Atkinson, John and Joel Raynor. Motivation and Achievement. Washington, D. C.: Winston & Sons, 1974.

Braten, Ivar and Bodil Olaussen, “The Relationship between Motivational Beliefs and Learning Strategy Use among Norwegian College Students,” Contemporary Educational Psychology 23, 2 (1998): 182-194. DOI: 10.1006/ceps.1997.0963.

Chiu, Chi-yue, Carol S. Dweck, Jennifer Tong and Jeanne Fu. “Implicit Theories and Conceptions of Morality,” Journal of Personality and Social Psychology 73, 5 (1997): 923-940. DOI: 10.1037//0022-3514.73.5.923.

Covington, Martin. Making the Grade: A Self-Worth Perspective on Motivation and School Reform. New York: Cambridge University Press, 1992.

Crandall, Virginia, Walter Katkovsky and Vaughn Crandall. “Children’s Beliefs in Their Own Control of Reinforcements in Intellectual-Academic Achievement Situations,” Child Development 36, 1 (1965): 91-109. DOI: 10.2307/112678.

Dörnyei, Zoltán. “Motivation and Motivating in the Foreign Language Classroom,” The Modern Language Journal 78, 3 (1994): 273-284. DOI: 10.2307/330107 1994.

Dörnyei, Zoltán and Ema Ushioda. Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters, 2009.

Dörnyei, Zoltán and Ema Ushioda. Teaching and Researching Motivation. Harlow, U.K.: Pearson, 2011.

Duckworth, Angela, Grit. London: Vermilion, 2017.

Dweck, Carol. “Carol Dweck Revisits the Growth Mindset,” Education Week 35, 5 (2015): 20-24.

Dweck, Carol. Mindset: The New Psychology of Success. New York: Random House, 2006.

Dweck, Carol. Self-Theories: Their Role in Motivation, Personality, and Development. Hove, U.K.: Psychology Press, 1999.

Dweck, Carol. “The Role of Expectations and Attributions in the Alleviation of Learned Helplessness,” Journal of Personality and Social Psychology 31, 4 (1975): 674-685. DOI: 10.1037/h0077149.

Dweck, Carol and Dickon Reppucci. “Learned Helplessness and Reinforcement Responsibility in Children,” Journal of Personality and Social Psychology 25, 1 (1973): 109-116. DOI: 10.1037/h0034248.

Dweck, Carol and Ellen Leggett. “A Social-Cognitive Approach to Motivation and Personality,” Psychological Review 95, 2 (1988): 256-273. DOI: 10.1037//0033-295x.95.2.256.

Dweck, Carol, Chi-yue Chiu and Ying-yi Hong. “Implicit Theories and Their Role in Judgments and Reactions: A Word from Two Perspectives,” Psychological Inquiry 6, 4 (1995): 267-285. DOI: 10.1207/s15327965pli0604_1.

Estimaciones y proyecciones de población, INEC Costa Rica, Instituto Nacional de Estadística y Censos, <http://www.inec.go.cr/poblacion/estimaciones-y-proyecciones-de-poblacion?keys=c>, 5 Feb. 2018.

Gutiérrez, Edgar E. and Johnny Madrigal. Atlas del Desarrollo Humanos Cantonal de Costa Rica. San José: Master Litho, 2011.

“Informes estadísticos.” ICT, Instituto Costarricense de Turismo, <http://www.ict.go.cr/es/estadisticas/informes-estadisticos.html>, 6 Feb. 2018.

Johnston, Peter. Opening Minds: Using Language to Change Lives. Portland: Stenhouse, 2012.

Kachru, Braj. “World Englishes: Approaches, Issues and Resources.” Language Teaching 25, 1 (1992): 1-14. DOI: 10.1017/S0261444800006583.

Krashen, Stephen. The Input Hypothesis: Issues and Implications. Beverly Hills: Laredo, 1985.

Lamb, Martin. “A Self System Perspective on Young Adolescents’ Motivation to Learn English in Urban and Rural Settings,” Language Learning 62, 4 (2012): 997-1023. DOI: 10.1111/j.1467-9922.2012.00719.x.

Leis, Adrian and Luis Barquero. “Mindsets for Learning English: A Comparison of Costa Rica and Japan,” Bulletin of Miyagi University of Education 52 (2018): 229-242.

Leis, Adrian and Matthew Wilson. “Giving Class Averages: Is It Worth It?”, Eurasian Journal of Applied Linguistics 3, 1 (2017): 35-47. DOI: 10.32601/ejal.461030.

Lou, Nigel and Kimberly Noels. “Changing Language Mindsets: Implications for Goal Orientations and Responses to Failure in and outside the Second Language Classroom,” Contemporary Educational Psychology 46 (2016): 22-33. DOI: 10.1016/j.cedpsych.2016.03.004.

Mercer, Sarah and Stephen Ryan. “A Mindset for EFL: Learners’ Beliefs about the Role of Natural Talent,” ELT Journal 64, 4 (2009): 436-444. DOI: 10.1093/elt/ccp083.

Moser, Jason, Hans Schroder, Carrie Heeter, Tim Moran and Yu-hao Lee. “Mind Your Errors: Evidence for a Neural Mechanism Linking Growth Mind-set to Adaptive Posterior Adjustments,” Psychological Science 22, 12 (2011): 1484-1489. DOI: 10.1177/0956797611419520.

Pintrich, Paul. “A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts,” Journal of Educational Psychology 95, 4 (2003): 667-686. DOI: 10.1037/0022-0663.95.4.667.

Seligman, Martin Steven Maier and James Geer. “Alleviation of Learned Helplessness in the Dog,” Journal of Abnormal Psychology 73, 3 (1968): 256-262. DOI: 10.1037/h0025831.

Sevilla, Henry and Roy Gamboa. “Student Self-Evaluation and Autonomy Development in EFL Learning,” Revista de Lenguas Modernas 25 (2016): 199-222. DOI: 10.15517/rlm.v0i25.27695.

Tudor, Ian. The Dynamics of the Language Classroom. Cambridge: Cambridge University Press, 2001.

Waller, Laurel and Mostafa Papi, “Motivation and Feedback: How Implicit Theories of Intelligence Predict L2 Writers’ Motivation and Feedback Orientation,” Journal of Second Language Writing 35 (2017): 54-65. DOI: 10.1016/j.jslw.2017.01.004.

Yashima, Tomoko. “International Posture and the Ideal L2 Self in the Japanese EFL Context,” Motivation, Language Identity and the L2 Self. Dörnyei Zoltán and Ema Ushioda (eds.) Bristol: Multilingual Matters, 2009. 144-163.

Yeager, David and Carol Dweck. “Mindsets that Promote Resilience: When Students Believe that Personal Characteristics Can Be Developed,” Educational Psychologist 47, 4 (2012): 302-314. DOI: 10.1080/00461520.2012.722805.

Published

2019-03-09

How to Cite

Mentalidades de estudiantes costarricenses para el estudio del inglés. (2019). LETRAS, 65, 129-162. https://doi.org/10.15359/rl.1-65.6

Issue

Section

Studies in Applied Linguistics (Estudios de Lingüística Aplicada)

How to Cite

Mentalidades de estudiantes costarricenses para el estudio del inglés. (2019). LETRAS, 65, 129-162. https://doi.org/10.15359/rl.1-65.6

Most read articles by the same author(s)

<< < 9 10 11 12 13 14 15 16 17 18 > >>