Positive Thinking-Integrated Research-Based Learning in a Digital Ecosystem for Promoting Growth Mindset Among Pre-Service Teachers: A Randomized Controlled Trial

Last registered on March 16, 2026
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Pre-Trial

Trial Information

General Information

Title
Positive Thinking-Integrated Research-Based Learning in a Digital Ecosystem for Promoting Growth Mindset Among Pre-Service Teachers: A Randomized Controlled Trial
RCT ID
AEARCTR-0018084
Initial registration date
March 12, 2026

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
March 16, 2026, 5:54 AM EDT

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

Country
Thailand
Region
ฺBangkok

Primary Investigator

Name
NONTHANUN YAMWONG
Affiliation
King Mongkut's Institute of Technology Ladkrabang
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Other Primary Investigator(s)

PI Name
Thanongsak Sovajassatakul
PI Affiliation
King Mongkut's Institute of Technology Ladkrabang
Contact Investigator
PI Name
Kanyarat Sriwisathiyakun
PI Affiliation
King Mongkut's Institute of Technology Ladkrabang
Contact Investigator

Additional Trial Information

Status
Completed
Start date
2025-06-30
End date
2025-12-31
Keywords
Behavior, Education
Additional Keywords
research-based learning, growth mindset, positive thinking, digital learning ecosystem, pre-service teachers, randomized controlled trial
JEL code(s)
I21, I23
Secondary IDs
EC-KMITL_68_066
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
This randomized controlled trial examined whether embedding positive thinking dispositions and growth mindset characteristics within a six-phase Research-Based Learning (RBL) model, delivered through the Schoology digital learning ecosystem, could improve research methodology achievement, learning perception, and growth mindset among pre-service teachers. Sixty second-year pre-service teachers at a Thai public university were randomly assigned to experimental (n = 30) or control (n = 30) conditions across sixteen weeks. The experimental group engaged in a six-phase RBL model integrating four positive thinking dispositions (optimism, belief, persistence, patience) and five growth mindset characteristics (learning from obstacles, seeking challenges, determination and devotion, learning from criticism, having role models) within Schoology's digital ecosystem. The control group received conventional lecture-based instruction. Three validated instruments measured outcomes: a 40-item Research Methodology Achievement Test (KR-20 = 0.89), a 25-item Learning Perception Scale (alpha = .93), and a 15-item Growth Mindset Scale. The experimental group significantly outperformed the control on all three outcomes. Achievement: M = 86.25 vs. M = 72.80; t(58) = 6.68, p < .001; d = 1.73. Learning perception: Wilks' Lambda = 0.372, F(5, 54) = 18.24, p < .001, partial eta-sq = .628. Growth mindset: d = 2.81. Retention was 100% across both groups. Findings suggest that integrating psychological scaffolding within structured inquiry-based instruction and purposeful digital ecosystem deployment produces substantial gains in research competency and dispositional development among pre-service teachers.
External Link(s)

Registration Citation

Citation
Sovajassatakul, Thanongsak, Kanyarat Sriwisathiyakun and NONTHANUN YAMWONG. 2026. "Positive Thinking-Integrated Research-Based Learning in a Digital Ecosystem for Promoting Growth Mindset Among Pre-Service Teachers: A Randomized Controlled Trial." AEA RCT Registry. March 16. https://doi.org/10.1257/rct.18084-1.0
Sponsors & Partners
Experimental Details

Interventions

Intervention(s)
The experimental group received a six-phase Research-Based Learning (RBL) model integrating positive thinking dispositions and growth mindset characteristics, delivered via the Schoology digital learning ecosystem over 16 weeks. The control group received conventional lecture-based instruction.
Intervention (Hidden)
Each of the six RBL phases embedded specific psychological components. Phase 1 (Weeks 1–3): topic identification with 'Power of Yet' reframing activities. Phase 2 (Weeks 4–5): hypothesis formulation with 'Mistake-Friendly Zone' and 'Effort Portfolio' activities. Phase 3 (Weeks 6–8): literature review with 'Challenge Journal' and role model activities. Phase 4 (Weeks 9–11): data collection with 'Challenge Cards' and reflective feedback. Phase 5 (Weeks 12–14): data analysis with 'Failure Resume' activities. Phase 6 (Weeks 15–16): conclusion and presentation with 'Growth Journey Presentations'. Schoology affordances — portfolios, discussion forums, peer review, dashboards, collaborative documents — were purposefully deployed throughout. The control group used Schoology as a passive repository only (syllabus, file download, grade viewing).
Intervention Start Date
2025-06-30
Intervention End Date
2025-10-19

Primary Outcomes

Primary Outcomes (end points)
1. Research methodology achievement score (0–100), measured by a 40-item multiple-choice Achievement Test
2. Learning perception score (1–5) across five dimensions: Learning Effectiveness, Engagement, Interaction Quality, Flexibility Satisfaction, and Technology Acceptance, measured by a 25-item Likert scale
3. Growth mindset score (1–5) across five dimensions, measured by a 15-item Growth Mindset Scale
Primary Outcomes (explanation)
All three outcomes were measured at pre-test (Week 1) and post-test (Week 16). Between-group differences at post-test were the primary endpoints. Achievement was scored as percentage correct (0–100). Perception and mindset outcomes were computed as mean scores across items within each dimension and overall. Effect sizes were reported as Cohen's d for t-tests and partial eta-squared for MANOVA.

Secondary Outcomes

Secondary Outcomes (end points)
Literature review quality, assessed by a five-criterion performance rubric (S-CVI = 0.92), scored 1–25.
Secondary Outcomes (explanation)
The Literature Review Performance Assessment Rubric evaluated five criteria: comprehensiveness of literature reviewed, linkage to research problem, citation accuracy (APA 7th), synthesis and critical analysis, and clarity of presentation. Each criterion scored 1–5; maximum total = 25. Used as both formative feedback (Phase 3) and summative performance indicator.

Experimental Design

Experimental Design
Two-arm parallel randomized controlled trial. Sixty second-year pre-service teachers at a Thai public university were randomly assigned to experimental (n = 30) or control (n = 30) conditions. The experimental group received a positive thinking-integrated RBL model within a digital ecosystem over 16 weeks. The control group received conventional lecture-based instruction. Same instructor, course, platform, and assessments across both conditions.
Experimental Design Details
Stratified randomization was conducted on gender and cumulative GPA to ensure baseline equivalence. The instructor maintained a standardized teaching load across both groups. Outcomes were assessed using three validated instruments at pre-test (Week 1) and post-test (Week 16). Data were analyzed using SPSS Version 28.0. Primary analysis: independent samples t-test (achievement, growth mindset) and one-way MANOVA with Bonferroni-corrected univariate follow-ups (learning perception). Intention-to-treat was the primary analytical framework. No missing data occurred (100% retention).
Randomization Method
Stratified randomization by gender and cumulative GPA, followed by computer-generated random number assignment to two equal groups.
Randomization Unit
Individual
Was the treatment clustered?
No

Experiment Characteristics

Sample size: planned number of clusters
60 individuals
Sample size: planned number of observations
60 individuals
Sample size (or number of clusters) by treatment arms
30 individuals experimental group (RBL GM+ model), 30 individuals control group (conventional instruction)
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Power analysis for independent samples t-test: alpha = .05, two-tailed, power = .80, expected effect size d = 0.80 (large), minimum n = 26 per group. Final sample of 30 per group achieved power > .85. Observed effect sizes substantially exceeded the minimum detectable effect (d = 1.73 for achievement; d = 2.81 for growth mindset).
Supporting Documents and Materials

Documents

Document Name
Statistical Analysis Plan: RBL GM+ Randomized Controlled Trial
Document Type
irb_protocol
Document Description
Certificate of Exemption issued by the Research Ethics Committee of King Mongkut's Institute of Technology Ladkrabang, Protocol No. EC-KMITL_68_066, granted 26 May 2025
File
Statistical Analysis Plan: RBL GM+ Randomized Controlled Trial

MD5: e6fded8535464d12a775d4f02fc1e20f

SHA1: 5dc9f5fd6e4f21f1f4cc9817919584d2ca1438fd

Uploaded At: March 12, 2026

IRB

Institutional Review Boards (IRBs)

IRB Name
Research Ethics Committee of King Mongkut's Institute of Technology Ladkrabang
IRB Approval Date
2025-05-26
IRB Approval Number
EC-KMITL_68_066
Analysis Plan

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Post-Trial

Post Trial Information

Study Withdrawal

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Intervention

Is the intervention completed?
Yes
Intervention Completion Date
October 19, 2025, 12:00 +00:00
Data Collection Complete
Yes
Data Collection Completion Date
October 19, 2025, 12:00 +00:00
Final Sample Size: Number of Clusters (Unit of Randomization)
60 individuals
Was attrition correlated with treatment status?
No
Final Sample Size: Total Number of Observations
60 individuals
Final Sample Size (or Number of Clusters) by Treatment Arms
30 individuals experimental group (RBL GM+ model), 30 individuals control group (conventional instruction)
Data Publication

Data Publication

Is public data available?
No

Program Files

Program Files
No
Reports, Papers & Other Materials

Relevant Paper(s)

Reports & Other Materials