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

Pre-service teachers often struggle with research methodology due to anxiety and fixed beliefs rather than limited ability. This randomized controlled trial examined a multi-component instructional model integrating positive thinking dispositions and growth mindset characteristics within a six-phase Research-Based Learning framework delivered through a digital learning ecosystem. Sixty second-year pre-service teachers at a Thai university were randomly assigned to experimental (n = 30) or control (n = 30) conditions across 16 weeks. Three validated instruments were used: a 40-item Research Methodology Achievement Test (IOC = 0.94; KR-20 = 0.89), a 25-item Learning Perception Scale (CVI = 0.96; α = 0.93), and a 15-item Growth Mindset Scale. Achievement scores favoured the experimental group (M = 86.25 vs. 72.80), t(58) = 6.68, p < 0.001, d = 1.73. Multivariate analysis showed significant differences in learning perceptions, Wilks’ Λ = 0.372, F(5, 54) = 18.24, p < 0.001, η2 = 0.628, with large effect sizes across all dimensions (d = 1.21–1.99). Growth mindset outcomes demonstrated a very large effect (d = 2.81). Despite limited generalizability, the intervention produced statistically significant and practically meaningful improvements across all measured outcomes.