<!-- Start of picture text --> Mindset, No. No. Cronbach’<br>Perception, Definition ° °-by Items in English Answer's scale enbacn'= Seale reference<br>socioemotional. . skill, total skills alpha<br>The a: . ————_——————_———————1 1. How d feel about LF? 5 aptions, from .‘really Harris,. Donnellan,<br>Self-esteem degree ofstudent's positive; self-evaluation ofown worth theza234 234 HowWhenHow dodoyou you youthink feelfeel about aboutabout yourself, thethe kind way you of haw person are? do you you feel? are? happy’. (1)ato .(5)‘really 073 and Trzesniewski(2018). .<br>The degree to which students keep up effort 5 1 _IfinishwhateverIstart 000 5 options, from<br>Perseverance to achieve: their: goals despitea diffieulty,<§tees oO—6 @@—2—@—2 [stick with tasks or activities for more than a few weeks . ‘almost never’ . (1} to 0.64 Duckworth. and<br>delays, and failure: soHo7 3 ltry very hard evenMAafter | fail . “almost always’ . (5) Quinn (2009)<br>8 4 — [stay committed te my goal, even if it takes a long time<br>9 1 I feel comfortable at schoal<br>10 2 Ifeell belong at my school Anderson-Butcher<br>Sense of belonging (Re %Xtent towhich studentsfeelthey are 11 __3_Ifeelthat schoolis very importantferme ogg 24 Conroy (2002):<br>accepted members of the school cormmunity 12 4 People at my school support me in understanding the lessons Walton and Cohen<br>13 5 | feel accepted (by my peers and teachers) (2007)<br>14 6 lamthekind of person who does well in school<br>The extent to which students believe that 15 4 | l things, but | t roak: LF ter (R<br>chandehowsmartlam(R)ae 2 lea n ot<br>Growth mindset — they can improve their abilities and become —16__2 leannotsen ——changehow asmartiam(R)“ :a make myself smarter (R) 0.67 Dweck (1999)<br>smarter through dedicationae and hard work, ___«&—7 3 HowWssmart | am is something aboutON me that | cannot change very much (R) gptions,. from . "Not<br>18 4 — |wasborna certain way, smart or not smart and | can’t change that (R} true at all’ (1) to<br>. . 19 1. When school is hard, | often want to work on it more . : Blackwell,<br>Effort beliefs. The extent: toa which: students: believe thatar §£—————"Completely20 2 Theharder | work at something, the better | will be at it true’ (5) 0.69 Trzesniewski,. and<br>exerting effort will lead to improved ability §$ mia<br>21 3. If an assignment is hard, it probably means I'll learn a lot doing it Dweck (2007)<br>The extent to which student perceive that 22 1 Inray math class, trying hard makes me proud<br>Learning Orientation classmates and teachers value hard work, 23 2 Inray math class, showing others that I have improved is really important 072<br>learning progress, and learning from 2a 3. Inmy math class, how much| learn is more important than getting good grades<br>moistakes in their math class 25 4 Inmy math class, it's okay to make mistakes as long as you learn from the mistakes Midgley et al. (2000)<br>Performance The extent to which student perceive that 26 1 Inray math class, showing others that you are not bad at class work isreally important<br>Avoidance classmates and teachersdisparage mistakes 27 2 Inmay math class, it’s important that you don't make mistakes in front of everyone 0.69<br>Orientation and lack of knowledge 28 3 Inmmy math class, it’s very important not to look dumb<br><!-- End of picture text -->

|Mindset,<br>Perception,<br>.<br>.<br>,<br>socioemotional skill|Definition|No.<br>°<br>total|No.<br>°-by<br>ItemsinEnglish<br>skills|Answer'sscale|Cronbach’<br>enbacn'=<br>alpha|Sealereference|
|---|---|---|---|---|---|---|
||a:<br>.<br><br>The<br>|1<br>—<br>|1.<br>How<br>d<br>feel<br>about<br>LF?<br>—_——————_———————<br><br>|.<br>5aptions,from‘really<br><br>||.<br>Harris,Donnellan,<br><br>|
|Self-esteem|degreeofpositiveself-evaluation ofthe<br>;<br><br>|2<br><br><br>|2<br>Howdoyoufeelaboutthekindofpersonyouare?<br>za<br><br><br>|<br>.<br>.<br><br>(1)to‘really<br><br>|073|<br>.<br>.<br>andTrzesniewski<br>|
||<br><br><br>student's<br>own worth|3<br>4|<br><br>3<br>When<br>youthinkaboutyourself,hawdo youfeel?<br>|<br>happy’<br>(5)<br>||<br>(2018)|
||||<br>4<br>Howdoyoufeelabout<br>thewayyouare?|a|||
|Perseverance|Thedegreetowhichstudentskeepupeffort<br>:<br>:<br>a<br>tees<br> <br>|5 <br>6<br><br>|<br> <br> 1 _IfinishwhateverIstart000<br>2<br>[stickwithtasksoractivitiesformorethanafewweeks<br><br>|5 options,from<br>.<br>.<br> <br>||Duckworthand<br>|
||to achievetheirgoals despite diffieulty,<§<br><br>:<br>delays,andfailure<br><br>|— @<br><br>7<br><br><br>|<br>@—2—@—<br>oO<br>3<br>ltryveryhard evenafter<br>|fail<br>o<br>MA<br>Ho<br>|‘almostnever’<br>(1} to<br>.<br>.<br>“almostalways’(5)|0.64|<br>.<br>Quinn(2009)|
||<br><br>|8|<br> <br><br><br><br>4—[staycommittedtemygoal,evenifittakesalongtime||||
|||9|<br>1<br>I feel comfortable at schoal||||
|||10<br>|2<br>Ifeell belong atmy school<br>|||Anderson-Butcher<br>|
|Senseofbelonging|(Re%Xtenttowhichstudentsfeeltheyare|11|_3_Ifeelthatschoolisveryimportantferme||ogg|24Conroy(2002):|
||<br>acceptedmembers ofthe school cormmunity|<br>12|<br>4<br>People atmy school supportme inunderstandingthe lessons|||<br>Walton andCohen|
|||13|5<br>| feel accepted (bymy peers andteachers)|||(2007)|
|||14|6<br>lamthekind ofpersonwho does well in school||||
||Theextenttowhichstudentsbelievethat<br><br>|15<br><br>|4<br>|<br>l<br>things,<br>but<br>|<br>t<br>roak:<br>LF<br>ter<br>(R<br><br> <br>||||
|mindset|<br><br>theycan improvetheirabilitiesandbecome|ae<br>c<br>16_|2<br>lea**n**ot<br>andehowsmartlam(R)<br> <br>_2leannotchangehowsmartiam(R)||0.67|Dweck(1999)|
||<br>ae<br>smarterthroughdedicationandhardwork,<br>|<br>7<br><br> <br>|<br> <br>3<br>Howsmart|amissomethingaboutmethat|cannotchangeverymuch(R)<br><br>WsON<br>___«&<br><br>|.<br>.<br> gptions,from"Not<br>|||
||<br>|<br> <br>18|<br><br> <br> <br>4—|wasborna<br>certainway,smartornotsmartand|can’tchangethat(R}|<br>trueatall’(1)to|||
||.<br>.<br> <br>|19<br> <br>|<br> <br>1.<br>When school is hard,<br>| often wantto work on itmore<br> <br>|<br>.<br>:<br>||Blackwell,<br>|
|.<br>Effort beliefs|Theextenttoa whichstudentsbelievethat <br><br>:<br>:<br>:<br>ar<br> <br>|£<br><br>20<br>|————<br>Completel<br>2<br>Theharder<br>| work at something,the better<br>| will be at it<br>|y true’ (5)|0.69|.<br>Trzesniewski, and|
||exerting effort will leadto improved ability<br>§$|m<br>21|a<br>3.<br>Ifanassignment ishard, itprobably means I'll learn a lot doing it|||Dweck(2007)|
||The extentto which studentperceivethat|22|1<br>Inray math class,trying hardmakesmeproud||||
|LearningOrientation|classmatesandteachersvaluehardwork,|23|2<br>Inraymathclass,showingothersthatIhaveimprovedisreallyimportant||072||
||<br>learningprogress,andlearningfrom|2a|<br>3.<br>Inmymathclass,howmuch|learnismoreimportantthangettinggoodgrades||||
||<br>moistakes intheirmath class|25|<br>4<br>Inmymath class, it'sokay tomakemistakes as long asyou learnfromthemistakes|||Midgley et al. (2000)|
|Performance|Theextenttowhichstudentperceivethat|26|1<br>Inraymathclass,showingothersthatyouarenotbadatclassworkisreallyimportant||||
|Avoidance|<br>classmates andteachersdisparagemistakes|27|<br>2<br>Inmay math class, it’s importantthatyou don'tmakemistakes infront of everyone||0.69||
|Orientation|andlackofknowledge|28|3<br>Inmmymathclass,it’sveryimportantnottolookdumb||||