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Description
This study investigates university students’ beliefs about whether effort leads to success in language learning. Drawing on the cultural notion of ganbaru, it surveyed students in 2023 (N=125) and 2024 (N=122) using the Japanese Language Mindsets Inventory. No cohort differences emerged. Cluster analysis for both years identified high- and low-growth mindset groups, with significant differences across mindset factors. Results suggest that, despite Japan’s emphasis on perseverance, not all students fully believe effort ensures success.
Abstract section 3: Content/method
The study used Kashimura and Hashimoto’s (2023) Japanese version of the Language Mindsets Inventory (Lou & Noels, 2017) to survey students in academic years 2023 (N=125) and 2024 (N=122). Responses were measured on a six-point Likert scale with fixed mindset items reverse-coded. The study was conducted upon ethical approval (#2023-016 ), using a questionnaire made using Google Forms. Results were analyzed quantitatively using IBM SPSS Version 29.1.0.
Abstract section 5: References
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Kashimura, Y., & Hashimoto, T. (2023). Development and validation of the Japanese version of the Language Mindsets Inventory. KATE Journal, 37, 43–56. https://doi.org/10.20806/katejournal.37.0_43
Lou, N. M., & Noels, K. A. (2017). Measuring language mindsets and modeling their relations with goal orientations and emotional and behavioral responses in failure situations. The Modern Language Journal, 101(1), 214–243. https://doi.org/10.1111/modl.12380
Shirvan, M. E., Robat, E. S., Alamer, A., Lou, N. M., & Barabadi, E. (2024). A multilevel meta-analysis of language mindsets and language learning outcomes in second language acquisition research. Educational Psychology Review, 36, Article 15, https://doi.org/10.1007/s10648-024-09849-2
Taylor, S. I., Morris, V., Wasson, R., Lichtman, M., VanBrackle, A., & Ogawa, T. (1997). If at first you don't succeed, ganbare, ganbare, ganbare! International Journal of Early Childhood, 29(1), 64–71.
Abstract section 2: Contribution/research questions
What are Japanese university students' perceptions of ganbaru (perseverance) in second language learning?
Abstract section 1: Relevance
In the Japanese culture, the concept of perseverance, or ganbaru, is instilled from an early age (Taylor et al., 1997). Rooted in a growth mindset or the belief that abilities can develop through persistence and effort (Dweck, 2006), ganbaru emphasizes hard work as a path to improvement. In second language learning, such beliefs significantly influence behavior: Students with growth mindsets see failure as a chance to improve, while fixed mindsets see it as innate limits (Shirvan et al., 2024). Despite Japan’s emphasis on effort, the extent to which students internalize this belief in language learning remains uncertain, requiring further inquiry.
Abstract section 4: Outcomes/results
Cluster analysis (squared Euclidean distance, Ward’s method) identified two distinct groups for both years: a low-growth mindset and a high-growth mindset group. The low-growth mindset group was twice as large as the high-growth mindset group for both years (AY2023: low 79, high 46; AY 2024: low 84, high 38). Significant differences (p<.05) were found across all scale factors for the two groups: ideas of general linguistic intelligence, beliefs about L2 learning aptitude, and perceptions of age sensitivity in language learning. Although ganbaru is culturally emphasized, students vary in endorsing growth mindsets, highlighting the need for more targeted motivational strategies.
| Title | Is Ganbaru a Universal Belief Among University Students? |
|---|---|
| Teaching Context | College and university education |