the role of efl learners’ growth mindset intheir reading proficiency

The goal of the present study was examining the role of efl learners’ growth mindset in their reading proficiency. seventy-three intermediate efl students participated in the study. their reading proficiency was assessed by reading section of b2 first which focuses on the knowledge of linguistic forms in reading and comprehension of the passages. the participants’ growth mindset was assessed by dweck’s mindset instrument that measures if the participants see intelligence as a fixed (entity) or growing (incremental) phenomenon. the data was analyzed by correlation and regression methods. the results of data analysis showed that the incremental mindset had a significant and positive correlation with comprehension section of b2 first where the participants were expected to read and comprehend the meaning of the passages (r=.340, p=.003<.01). however, no relationship was found between incremental mindset and linguistic knowledge. the result of multiple regressions showed that incremental mindset could predict more than 11% of the variance of reading comprehension. entity mindset was found to have no significant relationship with either parts of b2 first.