Growth mindset praise in elementary school English education

Abstract In this experimental study, we aimed to evaluate the impact of differing praise typologies on the language learning motivation levels among 57 pre-adolescent learners aged between 10 and 11 years. Employing a pre-intervention, intervention, post-intervention design over a three-week period, the study sought to identify changes in the participants’ affinity for the English language and the development of their growth mindsets, depending on whether they were praised in a growth mindset manner or in a fixed mindset manner. While statistical analyses did not indicate significant differences in the pre-test and post-test results for either English language affinity, F (3, 45) = 0.407, p = .749, or growth mindset levels, F (3, 45) = 1.448, p = .241, a noticeable decline was observed in the students who were initially identified as having growth mindsets upon being subjected to fixed mindset praise. The findings are discussed in light of their potential implications for classroom feedback practices, with particular attention to the timing of praise and the possible role of metacognitive strategies in shaping learner mindsets.