Learner Mindset Meaning Systems in Japanese Higher Education: A Qualitative Study

Abstract

High-stakes, test-driven education can discourage academic engagement by promoting fixed views of intelligence. This study explored Japanese university students’ learner mindset meaning systems (LMMS) to understand how they shape beliefs about intelligence, effort, mistakes, and failure. Conducted as a longitudinal qualitative case study within a 16-week English for Academic Purposes course at a top national university, the research used weekly reflections and post-course interviews to examine students’ interpretations of academic experiences. Template analysis revealed clear differences: growth mindset–oriented students interpreted challenges as opportunities for improvement, responded to failure with reflection and persistence, and demonstrated increasing resilience. In contrast, fixed mindset–oriented students linked setbacks to personal inadequacy and were more likely to avoid risk due to fear of judgment. Students’ LMMS were shaped by multiple sociocultural influences, including parents, teachers, peers, media, and cram school environments. These belief systems strongly influenced motivation, emotional responses, and academic behavior. The findings suggest that fixed views of intelligence in high-pressure academic contexts can undermine confidence, increase performance anxiety, and reduce student engagement. In contrast, supportive learning environments that normalize struggle and value effort can encourage more adaptive learning behaviors. This study contributes to understanding how mindset beliefs operate in a non-Western context and highlights the need for classroom practices and institutional cultures that support the development of growth-oriented mindsets.