Exploring Growth Mindset and Perceived Achievement in Flipped EFL Classrooms: Does Age Make a Difference?

This study examined the relationship between growth mindset and perceived achievement in Iranian intermediate EFL learners taught via flipped instruction, comparing adolescents and young adults. Sixty Persian-speaking participants were assessed using the OQPT, LMI, and POSQ. Instruction followed a three-phase flipped model: pre-class video learning and discussion, in-class collaborative practice, and post-class feedback tasks. Results revealed a significant positive correlation between growth mindset and perceived achievement, with no significant age-related differences. These findings suggest flipped learning fosters psychological traits like growth mindset across developmental stages, offering valuable insights for EFL education strategies.

Keywords:

Flipped learning , Growth Mindset , Perceived Achievement , Learner Psychology