Antecedents of mindset in primary school EFL learners: A systematic review from an ecological perspective
DOI:
https://doi.org/10.14527/edure.2025.09Keywords:
Mindset, ELT, Primary schoolAbstract
Moving beyond literature that treats mindset primarily as a success predictor, this systematic review addresses the central research question concerning the social, pedagogical, and contextual antecedents shaping growth and fixed mindsets in primary school EFL learners. Following PRISMA guidelines, 31 empirical studies published between 2017 and 2025 were selected from Google Scholar and Web of Science, prioritizing recent research (2021–2025) while extending the scope to capture limited earlier studies in primary EFL contexts. Data were analyzed using typological and thematic analyses. Findings were synthesized into four themes: teacher antecedents, family factors, social and peer influences, and individual learning experiences. Results indicate that mindset functions as a multi-layered belief system shaped by early social environments rather than as a purely individual trait. The study highlights the importance of mindset alignment across family, school, and peer settings and underscores the need for longitudinal research and holistic ecosystem-oriented interventions in primary education.
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