Examining Growth Mindset as Mediator Between AI Self-Efficacy and Adoption Willingness in Pre-Service Language Teachers.

This quantitative correlational study investigated whether growth mindset mediates the relationship between digital self-efficacy and AI usage among pre-service English language teachers. Data were collected through convenience sampling from undergraduate students at a Turkish university to better understand psychological pathways influencing technology adoption in teacher education. Participants completed validated scales measuring digital self-efficacy, growth mindset, and AI usage willingness. PROCESS Model 4 mediation analysis with bootstrap procedures tested the hypotheses. Results revealed moderately high digital self-efficacy, high AI usage, and moderately high growth mindset levels among participants. All structural paths in the tested model were found to be statistically significant. Digital self-efficacy positively predicted growth mindset, indicating that higher confidence in using digital technologies was associated with stronger beliefs about ability development. Growth mindset positively predicted AI usage, suggesting that individuals with growth-oriented beliefs were more likely to adopt AI tools. Digital self-efficacy maintained a significant direct effect on AI integration even after mediated by growth mindset. The indirect effect through growth mindset was statistically significant, supporting partial mediation. All hypotheses were supported, demonstrating that growth mindset serves as a meaningful psychological pathway through which digital self-efficacy influences AI adoption among pre-service English teachers, contributing to theoretical understanding of technology acceptance in teacher education contexts.