A Study on the Effects of Learning Journals on Enhancing University Students’ Growth Mindset in the Course of Early Childhood Health and Safety Development: A Mixed Methods Approach

Abstract

This study investigated the effects of learning journals on enhancing university students’ growth mindset in the course Early Childhood Health and Safety Development. A mixed-methods design integrating quantitative and qualitative approaches was employed with 87 undergraduate participants. Quantitative data were collected using pre- and post-intervention Growth Mindset Scales, while qualitative data were derived from learning journals and in-depth interviews with 10 students. Descriptive statistics and paired sample t-tests were used to analyze quantitative data, and content analysis was applied to qualitative data. Results revealed a significant increase in growth mindset scores after the intervention (M = 4.32, SD = 0.45) compared to pre-intervention (M = 3.78, SD = 0.52), t(86) = 6.54, p < .01, across dimensions of learning confidence, challenge coping, and viewing failures as learning opportunities. Qualitative findings indicated that reflective journaling enhanced self-awareness and fostered adaptive learning strategies. Overall, learning journals proved effective in promoting growth mindset, supporting self-directed learning, and facilitating continuous personal development. This approach may be applicable across other courses to cultivate reflective learning practices.