Undergraduate Students’ Perceptions on Growth Mindset, Intrinsic Values, and Self-Regulation in English Language Learning

Abstract

This study aims to investigate Thai undergraduate students’ perceptions of three psychological factors: growth mindset, intrinsic value, and self-regulation in English language learning, and the relationship among these three variables. A total of 231 English-major students from seven universities completed an online questionnaire assessing current practices and expectations. Data were analyzed using descriptive statistics, the Priority Need Index (PNI), and Spearman’s rank-order correlations. Results indicate that while students generally possess strong growth mindsets and intrinsic motivation, they seek further enhancement, particularly in translating these attitudes into effective learning strategies. Self-regulation emerged as the highest priority need, with notable gaps in study planning, progress monitoring, and engagement beyond the classroom. Correlation analysis revealed strong, positive relationships among all three factors, with intrinsic value most strongly linked to self-regulation. These findings underscore the importance of integrated pedagogical methods that foster mindset, motivation, and self-management skills to enhance English proficiency in EFL contexts.