The influence of mindset among Hong Kong postgraduate students’ learning experience: an exploratory study

Abstract

Mindset framework suggests that one’s ability and academic performance highly depend on whether they believe their attributes (e.g., intelligence and talent) is malleable. Different mindset (i.e. growth and fixed mindset) could affect learners’ learning beliefs, attitudes, and behaviors and eventually their learning outcomes. As such, mindset could possibly influence on a learner’s quality of learning since quality of learning is determined by these beliefs, attitudes, and behaviors. Yet, little is known about how mindsets influence quality of learning. This study has adopted mixed-methods approach and invited seven Hong Kong postgraduate students (3 fixed and 4 growth mindset) in the United Kingdom (UK) to participate in two phases of the research (i.e. questionnaire and interview). Through understanding participants’ learning experience, the research finds both FM and GM participants have shown growth and fixed mindset traits. This may be the end product of culture and prior academic experience. The results of this study have proposed that both mindsets did not show predominant effect on one’s learning beliefs, attitudes and behaviors. Fixed mindset therefore may not negatively affect learners’ quality of learning. Correspondingly, growth mindset may not positively affect learners’ quality of learning. Through this work, learners and educators can have a better understanding of factors associated with quality of learning and mindset. It is identified that culture plays a role in the formulation of mindset. Chinese educators could therefore utilize the advantages of Chinese culture to enhance students’ quality of learning. This research has also offered a new insight into cultural influence on mindset and the mixture of both mindsets. Future research could focus on these two topics.