Students’ Passion about their Studies: Students from the English Department

at Moulay Ismail University as a Case Study.

A Research Paper Submitted to the Department of English Studies in Partial Fulfillment of

the Requirements for the B.A degree

Submitted by: Supervised by:

MIJMIJ. Mohamed Dr. ALAOUI.
Ghizlane
CNI:M130337962

Academic year: 2023/2024

Acknowledgment

In the name of Allah , the most gracious, the most merciful.

First and foremost, I thank Allah for granting me the strength, patience, and guidance to complete

this research. Without His blessings, none of this would have been possible. I would like to

express my heartfelt gratitude to my beloved family for their unwavering support and

encouragement throughout this journey. Their love and belief in me have been my greatest source

of strength. A special thanks to my dear friend Ihssane for her constant support and

understanding. Your encouragement has been invaluable to me. I am also deeply grateful to all

my friends for their companionship and support. Your friendship and words of encouragement

have been a great comfort. I extend my sincere thanks to my supervisor, Ghizlane Alouie, for her

insightful guidance, constructive feedback, and constant support. Her expertise and mentorship

have been crucial in shaping this research. Finally, I thank all the individuals and institutions that

have contributed to the completion of this study. Your support and cooperation have been

immensely appreciated.

Thank you all for your contributions and support.

1
Dedication

To my family, for their unwavering support and love.

To Ihssane, for your steadfast encouragement.

To my friends, for their camaraderie.

To my supervisor, Ghizlan Al Alouie, for her invaluable guidance.

Thank you all for being part of this journey.

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Abstract

This study investigates the relationship between passion and academic performance among

English students at Moulay Ismail University. Using a quantitative approach, we collected data

through surveys to explore the nature of students' passion for their studies and how it influences

their academic outcomes. The findings reveal that the majority of students exhibit harmonious

passion, characterized by intrinsic motivation and alignment with personal goals. This form of

passion, when coupled with a growth mindset, significantly enhances academic engagement,

motivation, and persistence. The results demonstrate a positive correlation between harmonious

passion, growth mindset, and academic performance, highlighting the crucial role of these

attributes in fostering academic success. Moreover, mindset emerges as a key mediating factor,

suggesting that interventions aimed at promoting a growth mindset can further improve students'

academic achievements. Comparisons with existing research reinforce the importance of

nurturing both passion and mindset within educational environments to optimize student

performance.

Keywords: passion, academic performance, harmonious passion, growth mindset

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Table of content

Acknowledgment……………………………………………………………………….……1

Dedication……………………………………………………………………….………..…2

Abstract……………………………………………………………………….…………….3

Table of content……………………………………………………………………….……4

1.Introduction……………………………………………………………………….………7

2.Statement of the problem…………………………………………………………….……7

3.Objectives of the study……………………………………………………………….……7

4.Research questions…………………………………………………………..……….……8

5.Research hypotheses………………………………………………………………………8

Chapter one: Review of the literature…………………………………………………….……

1.1. Introduction……………………………………………………..…….……8

1.2. Definition of key terms……………………………………………………….……9

1.2.1. Passion………………………………………………………….…….……9

1.2.2. Mindset……………………………………………………………….……9

1.2.3. Academic performance……………………………………………….……9

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 1.3. Theoretical framework………………………………………………………….…10

1.3.1. Mindset theory (Carol Dweck) ………………………………….….……10

1.3.2. Dualistic model of passion………………………………………….…..11

1.3.3. Personal Legend and purpose …………………………………….…….12

1.3.4. Mindset in “So Good They Can’t Ignore You” (Cal Newport) ………...12

1.4. Existing knowledge and understanding…………………………………………13

1.4.1. Positive correlations in previous studies ………………………….……13

1.4.2. Factors Moderating or Mediating this Relationship…………………….14

1.5. New perspectives and gaps in the literature……………………………….……15

1.5.1. Cultural context………………………………………………….……...15

1.5.2. Beyond self-efficacy……………………………………………….……16

1.6. Conclusion………………………………………………………………….……16

Chapter two: methodology……………………………………………………………….……

2.1. Introduction……………………………………………………………………….……17

2.2. Research questions……………………………………………………………….…….18

2.3. Research hypotheses……………………………………………………………….…...18

2.3. Research methods……………………………………………………………….………18

2.4. Sample……………………………………………………………………….………….19

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 2.5 Instruments……………………………………………………………………….………19

2.6. Data collection and analysis……………………………………………………….…….19

2.6.1. Data collection………………………………………………………….……..19

2.6.2. Data analysis……………………………………………………………….…..20

2.7. Conclusion……………………………………………………………………………..20

Chapter3 discussion and interpretation………………………………………………….……

3.1. Introduction…………………………………………………………………….…….21

3.2. Findings……………………………………………………………………….……...21

3.3. Summary of the results………………………………………………………….……29

3.4. Conclusion……………………………………………………………………….……30

3.5. Implications of the results……………………………………………………….……31

General Conclusion……………………………………………………………………………..32

References……………………………………………………………………….……………...33

Appendix……………………………………………………………………….……………….34

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1. Introduction

The exploration of students' passion for their studies is a critical area of research in

educational psychology, particularly regarding how this passion influences academic

performance. At Moulay Ismail University in Meknes, Morocco, the English department hosts a

diverse group of students whose enthusiasm for their studies may play a pivotal role in their

academic achievements. This study aims to investigate the nature of this passion, its presence

among students, and how it correlates with their academic performance.

2. Statement of the Problem

English is the most popular major at Moulay Ismail University, with a large majority of

students enrolled in the English program. However, there is a paucity of research on the passion

that these students have for their studies, and how this passion influences their academic

performance and success. Additionally, the large number of English students at the university

may present challenges for students in terms of finding jobs after graduation and for the

university in terms of providing a supportive learning environment.

3. Objectives of the Study

This study aims to:

-Identify and describe the nature of students' passion.

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-Examine the relationship between students' passion, or its absence, and their academic

performance.

4. Research Questions

-What is the nature of students’ passion (if it exists)?

-What is the nature of the relationship between students’ passion (or lack of it) and their

performance?

5. Research Hypothesis

• Hypothesis 1:

* It is hypothesized that most students have a harmonious passion that aligns with their

personal goals and interests.

• Hypothesis 2:

* It is hypothesized that there is a positive correlation between harmonious passion and student

performance, moderated by the growth mindset. Specifically, students with both harmonious

passion and a growth mindset will exhibit the highest levels of performance.

Chapter 1: Review of the related literature

1.1. Introduction:

This chapter serves as the literature review pertaining to the study on students’ passion at the

English department Moulay Ismail University. It delves in discussion on defining terms and key

concepts, shedding light on the theoretical framework, exploring existing knowledge and

understanding, and highlighting new insights and gaps in the literature. We will start by defining
8
key terms such as passion and academic performance, in order to provide clarity for the following

analysis. Then, the theoretical framework is constructed, integrating concepts from mindset

theory and the dualistic model of passion to guide our exploring path. Through an examination of

existing literature, we aim to clarify the relationship between passion and academic achievement

while identifying gaps that needs further investigation. Additionally, we present new perspectives

that may elevate our understanding and shed light on unexplored facets of the subject matter.

1.2. Definition of key terms:

1.2.1. Passion:

Within the academic context, passion can be conceptualized as a miscellaneous construct

encompassing elements such as intense interest, intrinsic motivation; and persistent engagement.

Researchers often highlighted the role of passion in fostering creativity, resilience and long-term

engagement in academic pursuits (Vallerand et al., 2003). Psychologically speaking, passion is

seen like a guiding force that support and push individuals to overcome setbacks and achieve

their objectives (Vallerand, 2012).

1.2.2. Mindset:

Mindset is the underlying beliefs and attitudes that play the role of a frame, shaping

individuals’ perceptions, behaviors, and responses to challenges and obstacles in life. It includes

the way individuals approach tasks, understand feedback, and view their own potential for

development. Mindset affects motivation, resilience, and success in personal endeavors (Dweck,

2006; Duckworth et al., 2007).

1.2.3. Academic Performance:

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 Academic performance is mainly assessed through measurements such as grades and test

scores, which serve as quantitative indicators of achievement (Smith, 2018).

These measures provide a picture of students’ mastery of course content and their ability to meet

academic standards (Johnson & Lee, 2019). Grades, typically assigned based on assessments of

knowledge, comprehension, application, and critical thinking skills, offer a tangible

representation of students’ academic standing within a given course or program (Brown, 2020).

Moreover, a comprehensive encompassing grasp of academic performance takes into

consideration not only factors of grades and test scores (Roberts, 2017). This holistic evaluation

considers several aspects of student learning and engagement, including their level of

participation in class discussions, demonstration of critical thinking skills, and persistence in

completing tasks (Jones et al., 2021). Holistic evaluation and assessment seek to represent the

complex nature of learning and development, recognizing that academic success extends beyond

the fulfillment of high grades to encompass the acquisition of lifelong skills and competencies

(Garcia & Perez, 2018).

1.3. Theoretical Framework:

1.3.1. Mindset Theory (Carol Dweck):

For Dweck (2006), speaking of individuals’ abilities and intelligence two types of mindsets are

distinguished, a growth mindset or a fixed mindset. For a growth mindset, individuals hold the

belief that their abilities can be developed through dedication and effort, which lead to strong will

to embrace challenges and persist in the face of setbacks and obstacles (Dweck, 2006). On the

other hand, a fixed mindset, individuals believe that their abilities are innate and can not be

changed which leads to a tendency to avoid challenges, focus on the easy tasks, and give up

10
easily when faced with obstacles (Dweck, 2006). However, in the realm of academic

achievement, students with a growth mindset are more likely to adopt adaptive learning strategies

(Dweck, 2006). On the other side, students with a fixed mindset may be more vulnerable to

academic setbacks, perceiving setback as limits for their abilities and skills (Dweck, 2006).

Therefore, its clear that developing a growth mindset in a academic context is crucial.

1.3.2. Dualistic Model of Passion:

The Dualistic model of passion realizes two distinct forms of passion: harmonious passion and

obsessive passion (Vallerand et al., 2003). Harmonious passion involves an autonomous

internalization of an activity into one’s identity, the activity is taken as enjoyable and in harmony

with others life domains. In contrast, obsessive passion is characterized by an internal pressure to

engage in the activity, often driven by external contingencies or ego involvement (Vallerand et

al., 2003).

Individuals with harmonious passion typically engage in the activity willingly and without

conflict, whereas those with obsessive passion may experience feelings of guilt or anxiety when

not engaging in the activity (Vallerand et al., 2003). However, in the academic context, the type

of passion underwent by students can influence their academic functioning. Research indicates

that harmonious passion is associated with higher levels of concentration, persistence, and

enjoyment of academic tasks (Vallerand et al., 2003).

Students with harmonious passion while engaging in their academic activity are more likely to

experience deep absorption and optimal performance, (Vallerand et al., 2003). In contrast,

obsessive passion has been linked to burnout, conflict with other life domains, and decreased

subjective well-being (Vallerand et al., 2003). Students driven by obsessive passion may show

11
behaviors, such as excessive studying at the expense of other activities or neglecting self-care

needs (Vallerand et al., 2003).

1.3.3. Personal Legend and purpose:

“Personal Legend”, a concept introduced by Coelho (1988) in his work “The Alchemist”,

which refers to individual’s unique calling in life. Coelho’s protagonist, Santiago, gets on a

journey to discover his personal legend, guided by omens and intuition. The personal legend

represents not only a goal to be achieved but also a deep-seated passion that derives individuals

to pursue their dreams despite obstacles. Coelho's conceptualization of “personal legend”

resonates with the idea of passion as pushing individuals towards self-realization.

By picturing the pursuit of one's personal legend as an active journey filled with obstacles

and self-discovery, Coelho highlight how passion can be crucial in shaping individuals' lives and

guiding their actions.

For academic context , just as Santiago's pursuit of his personal legend leads to self-discovery

and growth, students who align their academic pursuits with their personal passions are more

likely to experience intrinsic motivation and engagement in their studies. By identifying their

personal legends and integrating them into their academic journey, students can gain a sense of

purpose and meaning in their learning experiences. Aligning academic goals with personal

legends can have a positive impact on academic success.

When students are passionate about their studies and see them as crucial parts of how they

define themselves, they are more likely to invest time and effort into their learning, leading to

improved performance and achievement.

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1.3.4. Mindset in “So Good They Can’t Ignore You” (Cal Newport):

According to Newport (2012), speaking about skills and abilities, mindset is two types:

passion mindset and craftsman mindset. the passion mindset is characterized by the belief that

one must first find and follow their passion in order to achieve career satisfaction and success.

Individuals with a passion mindset often prioritize their interests and emotions when making

career decisions, seeking work that aligns closely with their passions and personal preferences.

This mindset tends to emphasize the importance of intrinsic motivation and enjoyment in one's

career pursuits, often leading individuals to prioritize fulfillment over other factors such as

financial gain or long-term growth opportunities. While craftsman mindset, as described by

Newport (2012), emphasizes the importance of skill development and mastery in achieving career

success. Unlike the passion mindset, which focuses on finding one's passion and pursuing it, the

craftsman mindset prioritizes deliberate practice, continuous learning, and refinement of skills in

one's chosen field.

Individuals with a craftsman mindset approach their work (or, in our case, their studies) as a

craft to be honed over time, viewing setbacks and challenges as opportunities for growth rather

than obstacles to be avoided.

1.4. Existing Knowledge and Understanding:

1.4.1. Positive Correlations in Previous Studies:

Several studies have emphasized the relationship between academic passion and performance

as positive among university students. A comprehensive exploration titled "'Want to Learn’ and

‘Can Learn’: Influence of Academic Passion on College Students’ Academic Engagement," was

conducted by Hui Zhao, Xiaoxian Liu and Chunhui Qi (2021), they examined the influence of

13
academic passion on students’ achievement. They found convincing evidence that shows that

students who hold a strong passion for their academic pursuits exhibit higher levels of

engagement and academic success. Specifically, they noted that “academic passion had a positive

effect on academic engagement, academic self-efficacy partially mediated the relationship

between academic passion and academic engagement, and teacher developmental feedback

moderated the relationship between academic passion and academic engagement” (Hui Zhao,

Xiaoxian Liu & Chunhui Qi, 2021, p.9). Moreover, Caroline Bélanger and Catherine F. Ratelle

(2020) conducted an investigation titled "Passion in University: The Role of the Dualistic Model

of Passion in Explaining Students’ Academic Functioning," which sheds light on the role of

Dualistic Model of Passion in shaping students’ academic performance.

Their findings echoed those of Hui Zhao, Xiaoxian Liu and Chunhui Qi (2021), emphasizing

the significant correlation between passion and academic success.

According to Caroline Bélanger and Catherine F. Ratelle (2020), "Students in the Low

profile reported the worst indices of academic functioning, suggesting that developing a passion

for one’s studies supports students’ functioning to some extent, but more so if this passion is

harmonious." (p.14). These studies collectively underscore the notion that academic passion

serves as a potent driver of student performance and engagement. They highlight the importance

of cultivating and nurturing passion within educational settings, as it can significantly impact

students' academic outcomes and overall educational experiences.

1.4.2. Factors Moderating or Mediating this Relationship:

While the relationship between passion and academic performance appears to be robust,

several factors may moderate or mediate this relationship. One such factor is self-efficacy, which

14
refers to individuals' beliefs in their capabilities to execute courses of action required to attain

specific performance levels (Bandura, 1997). Research by Hui Zhao, Xiaoxian Liu and Chunhui

Qi (2021) suggests that self-efficacy serves as a crucial mediator in the relationship between

academic passion and performance. Their study found that students with higher levels of

academic passion were more likely to exhibit greater self-efficacy beliefs, which, in turn,

positively influenced their academic engagement and ultimately their performance.

1.5 New Perspectives and Gaps in the Literature:

1.5.1. Cultural Context:

Research on academic passion has predominantly focused on Western educational contexts,

neglecting the diversity of cultural backgrounds and educational systems worldwide (Smith,

2019).

Studies such as "Passion in University: The Role of the Dualistic Model of Passion in

Explaining Students’ Academic Functioning" and "‘Want to Learn’ and ‘Can Learn’: Influence

of Academic Passion on College Students’ Academic Engagement" have contributed valuable

insights into the role of passion in academic functioning, primarily within Western universities.

However, the applicability of findings from these studies to non-Western contexts remains

uncertain due to potential cultural variations in the expression and interpretation of academic

passion (Cheng & Klassen, 2019). Cultural factors, including collectivism versus individualism,

attitudes towards education, and societal expectations, can significantly influence students'

experiences and perceptions of passion for learning (Lee & Song, 2020).

Therefore, there is a critical need for research that examines academic passion in diverse

cultural settings to enhance the generalizability and applicability of findings. Investigations into

15
how cultural factors intersect with passion and academic performance can provide valuable

insights into the universality or cultural specificity of passion's role in education (Chen & Sun,

2018). By exploring passion within various cultural contexts, researchers can uncover nuanced

insights that contribute to a more comprehensive understanding of how passion influences

student learning and achievement globally.

1.5.2. Beyond Self-Efficacy:

Previous research has predominantly focused on self-efficacy as a mediator between passion

and academic performance (Fredricks et al., 2004). However, recent studies suggest the need to

delve deeper into other potential mediating factors, particularly mindset orientations.

Mindset theory, as proposed by Dweck (2006), distinguishes between a fixed mindset, where

individuals believe their abilities are innate and unchangeable, and a growth mindset, where

individuals believe their abilities can be developed through effort and learning. Research

indicates that students with a growth mindset tend to exhibit greater resilience, effort, and

persistence in the face of challenges, which can positively influence their academic performance

(Blackwell et al., 2007; Dweck, 2008). Therefore, exploring the role of mindset orientations as

mediators between passion and academic success could offer valuable insights into the

underlying mechanisms driving students' achievement.

1.6 Conclusion:

The influence of academic passion on academic engagement is evident, as indicated by the

findings of "‘Want to Learn’ and ‘Can Learn’: Influence of Academic Passion on College

Students’ Academic Engagement." It was found that academic passion has a direct positive effect

on academic engagement, particularly when students receive higher levels of teacher

16
developmental feedback. Additionally, academic self-efficacy was identified as a partial mediator

in this relationship, highlighting the importance of individuals' beliefs in their ability to succeed

academically. Furthermore, the study on "Passion in University: The Role of the Dualistic Model

of Passion in Explaining Students’ Academic Functioning" revealed that students with a high

level of harmonious passion (HP) and low level of obsessive passion (OP), termed as the Optimal

profile, demonstrated the least burnout and better academic engagement.

This suggests that having a passion for their studies, regardless of type, positively impacts

academic functioning. Despite advancements in understanding the relationship between passion,

and academic performance, several gaps remain in the literature.

Firstly, there is a need for studies that explore these dynamics in diverse cultural contexts, as

existing research has primarily focused on Western educational settings. Cultural differences may

influence the manifestation and impact of passion and mindset on academic outcomes,

necessitating cross-cultural investigations to provide a more comprehensive understanding.

Additionally, exploring additional mediating factors beyond self-efficacy, such as mindset, can

enrich our understanding of the complex pathways to academic success.

Chapter 2: Methodology

2.1. Introduction

This section serves as the introductory framework for our methodology chapter, delineating

the overarching approach adopted to navigate through the various components of our research

methodology. It provides a roadmap for the chapter, highlighting the key elements that will be

explored in subsequent sections. These include the formulation of research questions and

17
hypotheses, the delineation of research methods (qualitative, quantitative, or mixed), the

discussion of the sample population, the selection and description of instruments, and the detailed

examination of data collection and analysis procedures. Through this structured approach, we aim

to provide a comprehensive understanding of the methodological underpinnings guiding our

research endeavor.

2.2. Research Questions

 What is the nature of the students’ passion (if it exists)?

 What is the nature of the relationship between their passion (or lack of it) and their

performance?

2.3. Research hypotheses

Hypothesis 1:

Nature of Passion: It is hypothesized that most students have a harmonious passion that

aligns with their personal goals and interests.

Hypothesis 2:

Relationship Between Passion and Performance: It is hypothesized that there is a positive

correlation between harmonious passion and student performance, moderated by the growth

mindset. Specifically, students with both harmonious passion and a growth mindset will

exhibit the highest levels of performance.

2.3. Research Methods

18
 This study employs a quantitative method to investigate the passion of English students at

Moulay Ismail University and its impact on academic performance. By utilizing quantitative

surveys, this approach allows for a comprehensive analysis of the research questions through

numerical data, ensuring a thorough exploration of the phenomenon under study.

2.4. Sample

The sample for this study will consist of English students enrolled at Moulay Ismail

University in Meknes, Morocco. A purposive sampling technique will be employed to ensure that

participants represent diverse academic backgrounds and levels of passion for their studies.

Efforts will be made to achieve a balanced representation across different academic years and

English language proficiency levels. The final sample size will be determined based on

saturation, ensuring that data collection is sufficient to address the research questions effectively

while maintaining the depth and richness of qualitative insights.

2.5. Instruments

Surveys: The survey instrument consists of three parts. First is demographic Questions, this

section gathers basic demographic information about the participants, such as age, gender, and

semester. Second is descriptive Question, Participants will choose from descriptive options that

classify their type of passion (harmonious or obsessive) and mindset (fixed or growth / passion or

craftsman). These questions are designed to capture detailed insights into the nature of students'

19
passion and mindset. Third is performance Scale, a single question uses a scale ranging from

"poor" to "exceptional" to assess the students' perceived academic performance.

2.6. Data Collection and Analysis

2.6.1. Data collection

To facilitate accessibility and ease of participation, the quantitative component of data

collection will utilize Google Forms. The survey link will be disseminated through WhatsApp

university groups, ensuring broad reach among English students at Moulay Ismail University.

Participants will be encouraged to complete the survey at their convenience, providing responses

to demographic questions, passion assessments, mindset orientation inquiries, and self-reported

academic performance.

2.6.2. Data analysis

Quantitative survey data collected via Google Forms will be analyzed using appropriate

statistical techniques. Descriptive statistics, correlation analysis, and regression analysis will be

conducted to examine relationships between variables (passion and academic performance),

taking into consideration “mindset” as a moderation factor. Pie graphs and bar graphs will be

used in the initial stages of data analysis to provide a clear and visual summary of the distribution

and frequency of categorical variables.”

2.7. Conclusion

This chapter has detailed the structured approach adopted to investigate the nature of

students' passion and its relationship with academic performance at Moulay Ismail University. By

establishing research questions and hypotheses, we outlined the path for examining these

20
dynamics. A quantitative methodology was chosen, utilizing surveys distributed via Google

Forms to gather data from a purposive sample of English students. The instruments included

demographic, descriptive, and performance-related questions to provide a comprehensive dataset.

Data analysis will be conducted using statistical methods to explore correlations and the potential

moderating role of mindset.

Chapter 3: Discussions and interpretations:

3.1. Introduction:

This chapter is concerned with the discussion and interpretation of the results that the researcher

got from the observations and the answers to the questionnaire. In other words, it deals with

summarizing the results and debating the findings.

3.2. Findings

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  Figure 1: Age

- The majority of respondents, 80%, fall within the 18-25 age group. A smaller segment,

9.1%, is aged between 25-30, while 10.9% are in the 30-50 age range.

 Figure 2: Gender

22
- The gender distribution among the respondents shows that 58.2% are female, and 41.8% are

male.

 Figure 3: Semester

Regarding academic progression, 83.6% of respondents are in their sixth semester (S6). A

minority of 10.9% are in their fourth semester (S4), and 5.5% are in their second semester (S2).

 Figure 4 : Type of passion

23
When asked about their attitude towards their English studies:

• 65.5% of respondents indicated they engage with their English studies because they align with

their interests and goals.

• 60% find their English studies somewhat enjoyable and fulfilling.

• 10.9% participate in English studies because it is required, but do not feel particularly

passionate about it.

• 3.6% do not feel a strong connection or interest in their English studies.

• 1.8% experience an intense, almost compulsive drive towards their English studies, often

feeling guilty or anxious when not engaged.

 Figure 5 : Motivation

24
Motivation to Participate and Excel in English Studies

• 40% of respondents are highly motivated and actively seek opportunities to learn and improve.

• 52.7% are somewhat motivated and try to stay engaged, but do not always feel inspired.

• 25.5% are minimally motivated and often struggle to stay focused or interested.

• 0% indicated that they are not motivated and find it challenging to engage with their English

studies.

25
  Figure 6: Type of Mindset 1

Views on Challenges and Setbacks in English Studies

• 50.9% see challenges and setbacks as opportunities for growth and learning.

• 16.4% tend to view challenges and setbacks as indications of their limitations or inability.

• 36.4% have a mixed perspective, sometimes seeing challenges as opportunities and other

times as barriers.

• 5.5% do not really think about challenges or setbacks in their English studies.

• 12.7% approach challenges and setbacks with a belief that following their passions will

lead to success.

• 7.3% approach challenges and setbacks with a belief that mastery and skill development

are key to success.

26
  Figure 7: Type of Mindset 2

Persistence in Facing Difficulties in English Studies

• 36.4% are highly determined and persistent, actively seeking solutions to overcome obstacles.

• 20% often feel discouraged and may consider giving up when faced with difficulties.

• 30.9% try to overcome difficulties but may not always persist if solutions are not readily

apparent.

• 23.6% usually avoid or ignore difficulties, preferring to focus on easier tasks.

• 12.7% persist in the face of difficulties, believing that their passion will drive them to find

solutions.

• 12.7% persist in the face of difficulties, focusing on improving their skills and abilities to

overcome challenges.

27
  Figure 8: Performance

Self-assessment of Overall Progress in English Studies

• 3.6% of respondents assess their progress as poor.

• 14.5% rate their progress as fair.

• 30.9% consider their progress satisfactory.

• 54.5% believe their progress is good.

• 3.6% rate their progress as exceptional

28
  Figure 9: Students perspective about what contribute to their academic

advancement

Respondents identified several elements contributing to their academic advancement in English

studies:

• 60% cited passion for the subject matter.

• 67.3% highlighted their mindset and approach towards learning.

• 41.8% pointed to time management.

• 40% mentioned methods of study.

• 16.4% acknowledged support from external sources, such as instructors and peers.

The survey gathered responses from a diverse sample of students, predominantly aged 18-

25 (80%), with a majority being female (58.2%). Most respondents were in their sixth semester

(83.6%). The findings revealed varying degrees of passion and motivation among students. A

significant portion (65.5%) engaged with their studies because they aligned with their interests

and goals. Motivation levels varied, with 40% reporting high motivation and 52.7% somewhat

motivated. When facing challenges, 50.9% viewed them as growth opportunities, while 36.4%

29
had a mixed perspective. Persistence in overcoming difficulties was seen in 36.4% of students,

though 30.9% tried but did not always persist. Academic progress was generally rated as good

(54.5%) or satisfactory (30.9%).

3.3. Summary of the results

The study reveals that among English students at Moulay Ismail University, there exists a

variety of passion levels towards their studies. The majority of students (65.5%) engage with

their English studies because they align with their interests and goals, indicating a sense of

harmonious passion. Conversely, only a small fraction (1.8%) reported an obsessive passion,

which can lead to burnout and decreased well-being. Regarding the relationship between passion

and academic performance, the findings suggest a mainly positive correlation. Students who

exhibit harmonious passion and a growth mindset tend to perform better academically. This is

evident from the higher motivation levels reported by 40% of students who actively seek

opportunities to learn and improve. Additionally, half of the respondents (50.9%) view challenges

as opportunities for growth, reflecting a growth mindset, which is crucial for academic success.

Persistence was also high among 36.4% of students, who actively sought solutions to overcome

obstacles, further indicating a positive relationship between passion, mindset, and academic

performance. Furthermore, mindset appears to play a mediating role between passion and

academic performance. Students with a growth mindset are more likely to adopt adaptive

learning strategies and exhibit resilience in the face of setbacks, contributing to better academic

outcomes. Conversely, those with a fixed mindset may perceive setbacks as limitations for their

abilities, potentially hindering their academic performance.

30
3.4. Conclusion

The findings of this study illuminate the intricate interplay between passion, mindset, and

academic performance among English students at Moulay Ismail University. Overall, the

majority of students exhibit a sense of harmonious passion towards their studies, driven by their

interests and goals. This harmonious passion, coupled with a growth mindset, positively

influences their academic engagement, motivation, and persistence in overcoming challenges.

The positive correlation between harmonious passion, growth mindset, and academic

performance emphasizes the importance of cultivating these attributes within the educational

context. Students who possess both passion and a growth mindset are more likely to demonstrate

higher levels of motivation, engagement, and resilience, ultimately leading to better academic

outcomes. Furthermore, the mediating role of mindset underscores the significance of addressing

students' beliefs and attitudes towards learning. Initiatives aimed at promoting a growth mindset,

such as emphasizing effort and resilience, can enhance students' academic performance by

fostering adaptive learning strategies and increasing their willingness to confront academic

challenges.

Comparing the results of this study with existing research, such as the studies by Bélanger and

Ratelle (2020) and Zhao, Liu, and Qi (2021), reveals a convergence of findings. Bélanger and

Ratelle's research highlights that highly passionate students demonstrate better academic

functioning, aligning with our findings that harmonious passion fosters optimal performance and

protects against negative consequences associated with obsessive passion. Similarly, Zhao, Liu,

and Qi emphasize the positive effect of academic passion on academic engagement, with

academic self-efficacy partially mediating this relationship. Our study corroborates this, showing

a significant correlation between passion and academic performance, moderated by mindset.

31
Overall, the convergence of findings across studies underscores the importance of fostering both

passion and a growth-oriented mindset within the educational context. By promoting harmonious

passion and providing supportive learning environments, educational institutions can empower

students to thrive academically and achieve their full potential. Additionally, efforts to cultivate a

growth mindset and provide constructive feedback are essential in maximizing the positive

effects of academic passion on student engagement and performance.

3.5. Implications of the results

These findings hold significant implications for the English Department at Moulay Ismail

University. The positive correlation between harmonious passion, growth mindset, and academic

performance highlights the need to cultivate these attributes among students. The department

should prioritize initiatives that foster students' passion for English studies and promote a growth-

oriented mindset. This can be achieved through targeted interventions such as mentorship

programs with faculty, workshops on effective study techniques, and curriculum enhancements

that encourage exploration and curiosity in the field of English. Recognizing the mediating role

of mindset between passion and academic performance, the department should integrate mindset

development into its educational practices. Educators can incorporate strategies to foster a growth

mindset, such as providing constructive feedback, emphasizing the value of effort and

perseverance, and promoting a culture of resilience in the face of academic challenges.

Additionally, the department should offer tailored support mechanisms to address varying levels

of motivation and persistence among students. Resources such as academic counseling, peer

support networks, and time management workshops can assist students in overcoming obstacles

and staying engaged with their studies.

32
By implementing these strategies, the English Department at Moulay Ismail University can create

a supportive and conducive learning environment that empowers students to thrive academically.

Fostering passion, nurturing a growth mindset, and providing targeted support will enhance

student outcomes and contribute to their long-term success.

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General Conclusion

This research has provided a comprehensive analysis of the relationship between passion,

mindset, and academic performance among English students at Moulay Ismail University.

Through a quantitative approach, we have determined that harmonious passion, characterized by

intrinsic motivation and alignment with personal goals, significantly enhances academic

engagement, motivation, and persistence. The findings underscore the pivotal role of a growth

mindset as a mediating factor, suggesting that students who embrace challenges and view

setbacks as opportunities for growth tend to achieve higher academic outcomes.

The convergence of our results with existing research further validates the critical

importance of fostering both passion and a growth-oriented mindset within educational settings.

Comparative studies have shown consistent evidence that students who are passionate about their

studies and maintain a growth mindset demonstrate better academic functioning and resilience in

the face of challenges. Educational institutions, including the English Department at Moulay

Ismail University, can greatly benefit from integrating strategies that promote harmonious

passion and a growth mindset among students. Initiatives such as mentorship programs,

workshops on effective study techniques, and curriculum enhancements that encourage

exploration and curiosity can help cultivate these attributes. Additionally, providing tailored

support mechanisms, such as academic counseling and peer support networks, can assist students

in overcoming obstacles and staying engaged with their studies. This study highlights the

complex interplay between passion, mindset, and academic performance, emphasizing the need

for educational environments that nurture these qualities. By fostering a supportive and

conducive learning atmosphere, institutions can empower students to thrive academically and

reach their full potential.

34
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Appendix:

what is your age?

18-25

25-30

30-50

what is your gender?

female

Male

semester

Which of the following best describes your attitude towards your English studies?

I engage with my English studies because they align with my interests and goals.

I find my English studies somewhat enjoyable and fulfilling.

I participate in my English studies because it's required, but I don't feel particularly passionate

about it.

I don't feel a strong connection or interest in my English studies.

38
I experience an intense, almost compulsive drive towards my English studies, often feeling guilty

or anxious when not engaged.

When you think about your English studies, how motivated are you to actively participate and

excel?

I am highly motivated and actively seek opportunities to learn and improve.

I am somewhat motivated and try to stay engaged, but I don't always feel inspired.

I am minimally motivated and often struggle to stay focused or interested.

I am not motivated and find it challenging to engage with my English studies.

How do you view challenges and setbacks in your English studies?

I see challenges and setbacks as opportunities for growth and learning.

I tend to view challenges and setbacks as indications of my limitations or inability.

I have a mixed perspective, sometimes seeing challenges as opportunities and other times as

barriers.

I don't really think about challenges or setbacks in my English studies.

I approach challenges and setbacks with a belief that following my passions will lead to success.

I approach challenges and setbacks with a belief that mastery and skill development are key to

success.

When you encounter difficulties in your English studies, how likely are you to persist and seek

solutions?

I am highly determined and persistent, actively seeking solutions to overcome obstacles.

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I often feel discouraged and may consider giving up when faced with difficulties.

I try to overcome difficulties but may not always persist if solutions are not readily apparent.

I usually avoid or ignore difficulties, preferring to focus on easier tasks.

I persist in the face of difficulties, believing that my passion will drive me to find solutions.

I persist in the face of difficulties, focusing on improving my skills and abilities to overcome

challenges.

How would you assess your overall progress in your English studies?

Poor

Fair

Satisfactory

Good

Exceptional

From your perspective, what elements do you believe contribute to your academic

advancement in English studies? (Please select all applicable)

Passion for the subject matter

Mindset and approach towards learning

Management of time

Methods of study

Support from external sources (e.g., instructors, peers) / Other…

40