| 英文摘要 |
This study explores how Japanese female nursing students’mindset beliefs influence their learning and effort regulation in both nursing and English, identifying key differences and similarities with implications for both TESOL and international nursing education. Using a mixed-methods design, the study incorporated semi-structured interviews with 10 participants, which included both closed-ended quantitative and open-ended qualitative questions to gain a comprehensive understanding of their perceptions and strategies. The findings revealed that most participants attributed success in both nursing and English to effort rather than innate talent. Thematic analysis highlighted the importance of consistent effort and communication skills, with clearer goals and more role models in nursing, and occasional instances of being overwhelmed due to academic demands. The study offers insights into balancing nursing-specific content and foreign language learning, recommending structured learning plans, mentoring systems, and a focus on the transferability of soft skills between domains to support nursing students in managing interdisciplinary challenges. |
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