An analysis of Turkish students’ perception of intelligence from primary school to university

Beyaztaş, Dilek İlhan; Hymer, Barry

doi:10.1177/0261429416649041

Cited by 10 publications

(5 citation statements)

References 22 publications

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“…This finding is consistent with that of another recent Turkish study [2]. A possible reason for this result might be the cultural beliefs on intelligence.…”

Section: Conclusion and Discussionsupporting

confidence: 93%

The Relationship between Student Teachers' Perception of Intelligence and Their Goal Orientation

Beyaztaş¹,

Kaptı²,

Hymer³

2017

ujer

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This study examines the views of student teachers in a Turkish university about intelligence (entity theory vs incremental theory) and goal orientation (performance goal orientation vs learning goal orientation) and the relationship between the two. Specifically, it seeks to understand whether there are any differences in participants' perceptions of intelligence and goal orientation across the 4-year (Years 1 to 4) teacher education programmes and across the seven disciplines (majors), and between males and females. The study includes an adaptation of the "Goal Orientation Scale", originally developed by Dweck [1], in order to measure students' goal orientation in Turkey. The study also uses the "Implicit Theory of Intelligence Scale" which was adapted into Turkish by İlhan-Beyaztaş and Hymer [2] in order to identify students' perceptions of intelligence. A group of 1409 student teachers were found to score higher on entity theory and performance goal orientation, as compared to incremental theory and learning goal orientation respectively. There also existed variations across majors, years of learning, and between genders. Positively significant relationships were found between entity theory and performance goal orientation, and between incremental theory and learning goal orientation.

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“…This finding is consistent with that of another recent Turkish study [2]. A possible reason for this result might be the cultural beliefs on intelligence.…”

Section: Conclusion and Discussionsupporting

confidence: 93%

The Relationship between Student Teachers' Perception of Intelligence and Their Goal Orientation

Beyaztaş¹,

Kaptı²,

Hymer³

2017

ujer

Self Cite

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“…Mathematics Mindset Scale, Mathematics Teaching Efficacy Belief Instrument and Demographic Information Form were used as data collection tools. The original mindset scale was developed by Dweck et al (2000) and adapted to Turkish by Beyaztaş and Hymer (2018). The mindset scale has six items, three measuring growth mindset and the other three measuring fixed mindset.…”

Section: Methodsmentioning

confidence: 99%

“…According to the Social Learning Theory, pioneered by Bandura, efficacy belief is defined as the belief that a person has the necessary skills to do a job and that they can do that job (Bandura, 1995); it is examined in two sub-dimensions as self-efficacy and outcome expectancy. While the concept of self-efficacy refers to the level of confidence that individuals have in their abilities to perform certain actions or accomplish certain specific tasks (Bandura, 1997), the concept of outcome expectancy is the prediction that the behavior exhibited by the individual will lead to certain results (Bandura, 1997). Studies that examined the mindset and efficacy beliefs of teachers are quite limited.…”

Section: Introductionmentioning

confidence: 99%

Sınıf öğretmenlerinin matematik zihniyeti ile matematik öğretimi yeterlik inançları arasındaki ilişkinin incelenmesi

Candan,

Kaya

2024

Kocaeli Üniversitesi Eğitim Dergisi

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Eğitim alanındaki çalışmalar güncel gelişmelere bağlı olarak degişip şekillenmektedir. Dweck (1999) tarafından geliştirilen zihniyet (mindset) teorisi yakın zamanda uluslararası alanyazında popüler hale gelmiştir. Zihniyet teorisine göre zekanın çalışarak gelişebileceğine inanmak gelişen zihniyet (growth mindset), zekanın asla değişmeyeceğine inanmak sabit zihniyet (fixed mindset) olarak adlandırılır. Zihniyet kavramı ile ilgili ulusal alanyazında yapılan çalışmaların sayıca az olduğu görülmüştür. Alanyazına katkı sağlamak amacıyla, bu çalışmada sınıf öğretmenlerinin matematik zihniyeti ile matematik öğretimi yeterlik inançları arasındaki ilişki incelenmiştir. Ayrıca, bu değişkenlerin cinsiyet, eğitim durumu, çalışılan kurum, mesleki kıdem olmak üzere demografik özelliklere göre farklılaşıp farklılaşmadığı incelenmiştir. Çalışmada nicel yöntemlerden ilişkisel tarama modeli kullanılmıştır. Örneklemini 507 katılımcının oluşturduğu çalışmada Matematik Zihniyet Ölçeği (Cury vd., 2006; Dweck, 2000) ile Matematik Öğretimi Yeterlik İnancı Ölçeği (Enochs vd., 2000) sınıf öğretmenlerine çevrimiçi platformda uygulanmıştır. Sınıf öğretmenlerine ait zihniyet ve yeterlik inancı puanları arasındaki muhtemel ilişkiyi belirlemek amacıyla Pearson korelasyon analizi yapılmıştır. Zihniyet ve yeterlik inancının demografik özelliklere göre farklılaşıp farklılaşmadığını belirlemek amacıyla bağımsız gruplar t-testi ile tek yönlü varyans analizi (ANOVA) yapılmıştır. Elde edilen bulgular, gelişen zihniyet puanları ile yeterlik inancı puanları arasında doğru, sabit zihniyet puanları ile yeterlik inancı puanları arasında ters bir orantının olduğunu göstermiştir. Erkek sınıf öğretmenleri ile devlet okulunda görev yapan sınıf öğretmenlerinin sabit zihniyet puanları anlamlı biçimde yüksektir. 1-10 yıl arası mesleki kıdeme sahip sınıf öğretmenlerinin öz-yeterlik puanları diğer gruplara göre anlamlı biçimde daha düşük çıkarken 20 yıldan fazla kıdemi bulunan sınıf öğretmenlerinin sonuç beklentisi puanları diğer gruplara göre anlamlı biçimde yüksektir. Öte yandan lisansüstü eğitime sahip sınıf öğretmenlerinin öz-yeterlik puanları anlamlı biçimde yüksek çıkmıştır. Öğretmenlere gelişen zihniyet konusunda gerekli bilgilendirilmelerin yapılması ve sınıftaki uygulamalarda gelişen zihniyeti destekleyici ortamların oluşturulması önerilmektedir.

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“…There are two separate scores that this scale yields: one for a growth mindset and the other is for a fixed mindset. The scale was adapted into Turkish by Beyaztas and Hymer (2018), and the Cronbach's alpha reliability scores for growth and fixed mindset have been found as α=0.81 and α=0.70, respectively.…”

Section: Math Mindsets Scalementioning

confidence: 99%

Math Mindsets and Academic Grit: How Are They Related to Primary Math Achievement?

Kaya

Karakoc

2022

EUR J SCI MATH ED

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In recent years, Dweck (2014) and Duckworth (2016) introduced two important concepts in student learning: mindsets and grit. These variables can drastically change the way individuals handle a learning situation, the degree of effort and persistence they display, and eventually, their level of achievement. Recent literature on self-theories recommends using domain-specific rather than domain-general instruments to explain school achievement. Furthermore, child samples are relatively understudied compared to adolescent and youth samples in terms of selftheories and achievement relations. This study focuses on math mindsets, academic grit, and their relation to math achievement at the primary school level. Math mindsets scale, academic grit scale, and a math achievement test were used as data collection instruments. Data were collected from purposively selected 225 4 th grade students in Istanbul, Turkey. A cross-sectional causal model has been tested through structural equation modeling (SEM). There was not a direct effect of growth math mindset but a significant negative effect of fixed math mindset on math achievement. The indirect effect of growth math mindset on math achievement mediated by academic grit was positive and significant; the indirect effect of fixed math mindset was nonsignificant. Finally, the effect of academic grit on math achievement was positive and significant. The SEM model explained 36% of the variance in math achievement and 64% of academic grit. School-based interventions are recommended to promote a growth math mindset and academic grit. Practical and theoretical implications are discussed in detail.

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An analysis of Turkish students’ perception of intelligence from primary school to university

Cited by 10 publications

References 22 publications

The Relationship between Student Teachers' Perception of Intelligence and Their Goal Orientation

The Relationship between Student Teachers' Perception of Intelligence and Their Goal Orientation

Sınıf öğretmenlerinin matematik zihniyeti ile matematik öğretimi yeterlik inançları arasındaki ilişkinin incelenmesi

Math Mindsets and Academic Grit: How Are They Related to Primary Math Achievement?

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