A growth mindset of critical thinking is crucial for the learning of critical thinking. This study aimed to explore whether mindful learning can moderate the learning of critical thinking and, consequently, enhance the growth mindset of critical thinking by examining the interactions effect of college students’ mindful learning disposition and visible thinking on their changes in a growth mindset. The study used a pretest-posttest control group design with 44 college students in the experimental group and 53 in the control group. The participants' mindful learning disposition in digital learning was measured using the Inventory of Mindfulness in Digital Learning (IMDL), while the Inventory of Critical-thinking Mindsets (ICM) was employed to assess the participants' growth mindset and fixed mindset of critical thinking. Both the experimental and control groups completed the pretest and posttest assessments of the IMDL and the ICM. The experimental group participated in a 7-week course incorporating visible thinking strategies into the learning processes, whereas the control group did not receive the intervention. A mixed-design ANOVA analysis showed that the experimental group participants with a higher level of mindful learning disposition had a significant improvement in their growth mindset of critical thinking, while no such improvement was observed in the control group. These findings suggest that the interaction between an individual's mindful learning disposition and visible thinking interventions can have a significant impact on enhancing college students' growth mindset of critical thinking.

Authors:
Sheng-Ling Chang, National Chengchi University, Taiwan
Yu-Chu Yeh, National Chengchi University, Taiwan
Chih Min Wang, National Chengchi University, Taiwan
Jui-Ling Chiang, National Chengchi University, Taiwan
Wu Chien Lin, National Chengchi University, Taiwan

About the Presenter(s)
Professor Yu-chu Yeh is a University Professor/Principal Lecturer at National Chengchi University in Taiwan

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