A Correlational Study of Growth Mindset and Fixed Mindset with Creative Writing Performance among EFL Secondary School Learners

Abstract

Creative writing is a crucial skill for English as a Foreign Language (EFL) learners, yet its development is often influenced by various psychological and cognitive factors, such as learners' mindsets. Understanding how beliefs about intelligence shape writing outcomes is essential for improving instructional practices in language classrooms. The present study aims at examining the relationship between growth mindset, fixed mindset, and creative writing performance among EFL secondary school learners in addition to identifying the participants’ levels in growth mindset and creative writing performance.  

       To achieve these objectives, a correlational research design has been conducted. The main sample of the study consists of 250 fifth-grade male students selected from four schools in Baqubah city, (Diyala preparatory school, Al-Markaziya preparatory school, Al-Sharif Al-Radhi preparatory school, and Tooba preparatory school). In addition, a pilot sample of 100students from various schools within the same area has been utilized to establish the psychometric properties of the research instruments.

       Two instruments are used in the study. The first is a mindset questionnaire while the second instrument is a creative writing test in which students are asked to write in one of the topics selected from   their English textbook.

       The results revealed a statistically significant correlation between growth mindset and creative writing performance. Moreover, a statistically significant correlation was found between fixed mindset and creative writing performance. The findings also indicated that the participants demonstrated a relatively average level of creative writing performance.