Mindset Assessment Profile and Behavior Change: Role of Self-Regulated Learning Behavior and Thought Content and Control

Mohanad Mohammed Sufyan Ghaleb

King Faisal University, Al-Ahsa 31982, Saudi Arabia.

Chok Nyen Vui

Meritus University, Kuala Lumpur, Malaysia.

Abstract

The present study aimed to examine the influence of the mindset assessment profile on pertaining to thought content and control, and behavior change among college students, with a particular focus on the moderating role of self-regulated learning behavior. The study sought to understand how students' mindsets shape their cognitive control and behavioral adaptation in academic contexts. A quantitative research design was employed, and data were collected from 289 students enrolled in various college programs. Validated scales from previous studies were used to measure all constructs. Structural Equation Modeling (SEM) through Stata was applied to test the hypothesized relationships and moderation effects. The results revealed that the mindset assessment profile significantly influenced both thought content and control, as well as behavior change. Furthermore, self-regulated learning behavior positively moderated these relationships, indicating that students with higher self-regulation exhibited stronger cognitive control and adaptive behavior patterns. This study extends existing literature by integrating mindset theory with self-regulated learning frameworks, offering a comprehensive understanding of students' cognitive and behavioral development. The findings provide valuable implications for educators and policymakers to design learning environments that enhance students' self-regulation, cognitive engagement, and adaptive learning behaviors.

Mindset assessment profile, Self-regulated learning behavior, Thought control, Behavior change