SavedAdd your journal

Journals / Türk Eğitim Bilimleri Dergisi / 2026 / Cilt: 24 Sayı: 1

The Effectiveness of Activities Based on Growth Mindset Theory on Academic Achievement and Affective Skills

Gelişim Odaklı Zihniyet Teorisi’ne Dayalı Etkinliklerin Akademik Başarı ve Duyuşsal Beceriler Üzerindeki Etkililiği

Bayram Erden(Abant İzzet Baysal Üniversitesi, Eğitim Fakültesi, 50. Yıl İzzet Baysal Ortaokulu, Bolu,)0000-0002-4238-8870
Sevilay Yıldız(BAİBU)0000-0002-8863-2488
Pages
949–994
Publication Date
2026-04-29
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

However, considering the limited number of experimental studies in Türkiye, particularly those focusing on development-oriented mindset-based practices, it is believed that the findings of this study can offer original and significant contributions to the literature.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to examine the effects of activities based on Growth Mindset Theory on the academic achievement (reading skills, mathematics, and science), mindset beliefs, grit, and self-regulation skills of 8th-grade students.
📊
Key Findings & Data:The participant group consisted of 98 eighth-grade students attending a public middle school in a province located in the Western Black Sea Region of Turkey.
💡
Conclusion & Impact:However, considering the limited number of experimental studies in Türkiye, particularly those focusing on development-oriented mindset-based practices, it is believed that the findings of this study can offer original and significant contributions to the literature.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Gelişim odaklı zihniyet · Akademik başarı · Duyuşsal beceriler

Abstract

The aim of this study is to examine the effects of activities based on Growth Mindset Theory on the academic achievement (reading skills, mathematics, and science), mindset beliefs, grit, and self-regulation skills of 8th-grade students. The research was conducted using a quasi-experimental pre-test–post-test control group design. The participant group consisted of 98 eighth-grade students attending a public middle school in a province located in the Western Black Sea Region of Turkey. Data were collected using Academic Achievement Tests, the Growth Mindset Beliefs Scale, the Grit Scale, and the Perceived Self-Regulation Scale. Repeated measures analysis of covariance was used for the first research question, and univariate analysis of covariance was used for the second and third research questions. The research findings show that growth mindset activities applied in the experimental group were significantly more effective than those applied in the placebo and control groups in terms of students' academic achievement, mindset beliefs, grit, and self-regulation skills, and this effect was represented by a large effect size. The results obtained are generally in line with the existing national and international literature. However, considering the limited number of experimental studies in Türkiye, particularly those focusing on development-oriented mindset-based practices, it is believed that the findings of this study can offer original and significant contributions to the literature.

Özet

Bu araştırmanın amacı, Gelişim Odaklı Zihniyet Teorisi’ne dayalı etkinliklerin 8. sınıf öğrencilerinin akademik başarıları (okuma becerisi, matematik ve fen bilimleri), zihniyet inançları, azim ve öz düzenleme becerileri üzerindeki etkilerini incelemektir. Araştırma, ön test–son test kontrol gruplu yarı deneysel desen kullanılarak yürütülmüştür. Katılımcı grubunu, Türkiye’nin Batı Karadeniz Bölgesi’nde yer alan bir ildeki devlet ortaokulunda öğrenim gören 98 sekizinci sınıf öğrencisi oluşturmaktadır. Veriler; Akademik Başarı Testleri, Gelişim Odaklı Zihniyet İnançları Ölçeği, Azim Ölçeği ve Algılanan Öz Düzenleme Ölçeği aracılığıyla toplanmıştır. Verilerin analizinde, birinci araştırma sorusu için tekrarlı ölçümler için kovaryans analizi, ikinci ve üçüncü araştırma soruları için ise tek değişkenli kovaryans analizleri kullanılmıştır. Araştırma bulguları; deney grubunda uygulanan gelişim odaklı zihniyet etkinliklerinin plasebo ve kontrol gruplarındaki uygulamalara kıyasla öğrencilerin akademik başarıları, zihniyet inançları, azim ve öz düzenleme becerileri üzerinde anlamlı düzeyde daha etkili olduğunu ve bu durumun büyük etki gücüyle temsil edildiğini göstermektedir. Elde edilen sonuçların mevcut ulusal ve uluslararası alanyazınla da genel olarak uyum içerisinde olduğu söylenebilir. Bununla birlikte Türkiye'de özellikle gelişim odaklı zihniyet temelli uygulamalara yönelik deneysel araştırmaların sayıca sınırlı olduğu dikkate alındığında bu çalışmada elde edilen bulguların alanyazına özgün ve anlamlı katkılar sunabileceği düşünülmektedir.

🔖

Cite This Article

Erden, B., Yıldız, S. (2026). The Effectiveness of Activities Based on Growth Mindset Theory on Academic Achievement and Affective Skills. Türk Eğitim Bilimleri Dergisi, Cilt: 24 Sayı: 1, 949–994. https://doi.org/10.37217/tebd.1688553

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (129)

  1. Altunel, İ. (2019). Bridging the gap: A study on the relationship between mindset and foreign language anxiety. International Online Journal of Education and Teaching (IOJET), 6(3), 690–705.
  2. Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 113–125. https://doi.org/10.1006/jesp.2001.1491
  3. Arslan, S. & Gelişli, Y. (2015). Algılanan öz-düzenleme ölçeği: Bir ölçek geliştirme çalışması. Sakarya University Journal of Education, 5(3), 67–74. https://doi.org/10.19126/suje.91303
  4. Bandhu, D., Mohan, M. M., Nittala, N. A. P., Jadhav, P., Bhadauria, A., & Saxena, K. K. (2024). Theories of motivation: A comprehensive analysis of human behavior drivers. Acta Psychologica, 244, 104177. https://doi.org/10.1016/j.actpsy.2024.104177
  5. Bandura, M. & Dweck, C. S. (1985). The relationship of conceptions of intelligence and achievement goals to achievement-related cognition, affect and behavior. Harvard University.
  6. Bédard, R. (2021). Soutenir l’état d’esprit de développement des élèves. http://rire.ctreq.qc.ca/2021/05/etat-esprit-de-developpement-pisa/ sayfasından erişilmiştir.
  7. Bedford, S. (2017). Growth mindset and motivation: A study into secondary school science learning. Research Papers in Education, 32(5), 624–643. https://doi.org/10.1080/02671522.2017.1318809
  8. Bernecker, K. & Job, V. (2015). Beliefs about willpower moderate the effect of previous day demands on next day’s expectations and effective goal striving. Frontiers in Psychology, 6, Article 1496. https://doi.org/10.3389/fpsyg.2015.01496
  9. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
  10. Boaler, J. (2013). Ability and mathematics: The mindset revolution that is reshaping education. Forum, 55, 143–152.
  11. Boaler, J. (2015). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. John Wiley & Sons.
  12. Boaler, J., Dieckmann, J. A., Pérez-Núñez, G., Sun, K. L., & Williams, C. (2018). Changing students' minds and achievement in mathematics: The impact of a free online student course. Frontiers in Education, 3, Article 26. https://doi.org/10.3389/feduc.2018.00026
  13. Boaler, J. (2024). Sınırsız zihin, sınırları aşarak öğren, yönet ve yaşa (Z. N. Ayanoğlu, Çev.). Koç Üniversitesi.
  14. Borko, H. & Putnam, R. T. (1996). Learning to teach. D. C. Berliner & R. C. Calfee (Ed.), Handbook of educational psychology içinde (s. 673–708). Macmillan Library.
  15. Büyüköztürk, Ş. (2014). Veri analizi el kitabı. Pegem.
  16. Cain, K. M. & Dweck, C. S. (1995). The relation between motivational patterns and achievement cognitions through the elementary school years. Merrill-Palmer Quarterly, 41(1), 25–52.
  17. Carroll, J. M., Yeager, D. S., Buontempo, J., Hecht, C., Cimpian, A., Mhatre, P., Muller, C., & Crosnoe, R. (2023). Mindset × context: Schools, classrooms, and the unequal translation of expectations into math achievement. Monographs of the Society for Research in Child Development, 88(2), 1–146.
  18. Chen, J. A. & Pajares, F. (2010). Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science. Contemporary Educational Psychology, 35(1), 75–87. https://doi.org/10.1016/j.cedpsych.2009.10.003
  19. Chen, M., Mok, I. A. C., Cao, Y., Wijaya, T. T., & Ning, Y. (2024). Effect of growth mindset on mathematics achievement among Chinese junior high school students: The mediating roles of academic buoyancy and adaptability. Behavioral Sciences, 14(12), 1134. https://doi.org/10.3390/bs14121134
  20. Cho, E., Toste, J. R., Lee, M., & Ju, U. (2019). Motivational predictors of struggling readers’ reading comprehension: The effects of mindset, achievement goals, and engagement. Reading and Writing, 32(5), 1219–1242.
  21. Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664–8668. https://doi.org/10.1073/pnas.1608207113
  22. Delibalta, M. A. (2020). The relationship between mindset and causal attribution in the EFL context. (Yüksek Lisans Tezi). https://tez.yok.gov.tr/ sayfasından erişilmiştir.
  23. Dianda, M. (2008). Preventing future high school dropouts: An advocacy and action guide for NEA state and local affiliates. National Education Association.
  24. Duckworth, A. (2019). Azim: Sabır, tutku ve kararlılığın gücü (Ö. Taner, Çev.). Pegasus.
  25. Duckworth, A. L. & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944. https://doi.org/10.1111/j.1467-9280.2005.01641.x
  26. Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long‐term goals. Journal of Personality and Social Psychology, 92, 1087–1101.
  27. Duckworth, A. L. & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91(2), 166–174. https://doi.org/10.1080/00223890802634290
  28. Duckworth, A. L. & Carlson, S. M. (2013). Self-regulation and school success. B. W. Sokol, F. M. E. Grouzet, & U. Müller (Ed.), Self-regulation and autonomy: Social and developmental dimensions of human conduct içinde (s. 208–230). Cambridge University.
  29. Duckworth, A. L. & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237–251.
  30. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040–1048. https://doi.org/10.1037/0003-066X.41.10.1040
  31. Dweck, C. S. (2008). Mindsets and math/science achievement. Commission on Mathematics and Science Education.
  32. Dweck, C. S. (2013). Self-theories: Their role in motivation, personality, and development. Psychology.
  33. Dweck, C. S. (2019). Aklını en doğru şekilde kullan -Mindset- (U. Kaya, Çev.). Yakamoz.
  34. Dweck, C. S. & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256
  35. Dweck, C. S., Chiu, C., & Hong, Y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives. Psychological Inquiry, 6(4), 267–285.
  36. Dweck, C. S., Walton, G. M., & Cohen, G. L. (2014). Academic tenacity: Mindsets and skills that promote long-term learning. Bill & Melinda Gates Foundation.
  37. Dweck, C. S. & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14(3), 481–496. https://doi.org/10.1177/1745691618804166
  38. Dweck, C. S. & Yeager, D. S. (2021). Global mindset initiative introduction: Envisioning the future of growth mindset research in education. SSRN. https://doi.org/10.2139/ssrn.3911564
  39. Eccles, J. S. & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153
  40. Elliott, E. S. & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5–12.
  41. Erden, B. (2020). Türkçe, matematik ve fen bilimleri dersi beceri temelli sorularına ilişkin öğretmen görüşleri. Academia Eğitim Araştırmaları Dergisi, 5(2), 270–292.
  42. Erden, B. & Yıldız, S. (2023). Gelişim odaklı zihniyet inançları ölçeği geliştirme çalışması ve psikometrik özellikleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 98–117.
  43. ERG. (2019). PISA 2019 ne diyor? https://www.egitimreformugirisimi.org/pisa-2018-ne-diyor/ sayfasından erişilmiştir.
  44. Eskreis‐Winkler, L., Shulman, E. P., Beal, S. A., & Duckworth, A. L. (2014). The grit effect: Predicting retention in the military, the workplace, school and marriage. Frontiers in Psychology, 5, 36. https://doi.org/10.3389/fpsyg.2014.00036
  45. Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. University of Chicago Consortium on Chicago School Research.
  46. Ferguson, C. J. (2009). An effect size primer: A guide for clinicians and researchers. Professional Psychology: Research and Practice, 40(5), 532–538. https://doi.org/10.1037/a0015808
  47. Field, A. (2013). Discovering statistics using IBM SPSS (4. b.). Sage.
  48. Fuchs, T. & Wößmann, L. (2004). What accounts for international differences in student performance? A re-examination using PISA data (CESifo Working Paper No. 1235). CESifo. https://www.cesifo.org/DocDL/cesifo1_wp1235.pdf sayfasından erişilmiştir.
  49. Grant, H. & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85(3), 541–553. https://doi.org/10.1037/0022-3514.85.3.541
  50. Good, C., Aronson, J., & Inzlicht, M. (2003). Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24(6), 645–662. https://doi.org/10.1016/j.appdev.2003.09.002
  51. Gouëdard, P. (2021). Can a growth mindset help disadvantaged students close the gap? (PISA in Focus, No. 112). OECD. https://doi.org/10.1787/20922f0d-en
  52. Gouëdard, P., Pont, B., & Viennet, R. (2020). Education responses to COVID-19: Shaping an implementation strategy (OECD Education Working Papers, No. 224). OECD. https://doi.org/10.1787/8e95f977-en
  53. Haimovitz, K., & Dweck, C. S. (2017). The origins of children’s growth and fixed mindsets: New research and a new proposal. Child Development, 88(6), 1849–1859. https://doi.org/10.1111/cdev.12955
  54. Hebb, D. O. (1949). The organization of behavior: A neuropsychological theory. Wiley.
  55. Heckman, J. J. & LaFontaine, P. A. (2008). The declining American high school graduation rate: Evidence, sources, and consequences. NBER Reporter(1), 3–5.
  56. Heckman, J., Pinto, R., & Savelyev, P. (2013). Understanding the mechanisms through which an influential early childhood program boosted adult outcomes. American Economic Review, 103(6), 2052–2086. https://doi.org/10.1257/aer.103.6.2052
  57. Hong, Y., Chiu, C., Dweck, C. S., Lin, D. M.-S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77(3), 588–599. https://doi.org/10.1037/0022-3514.77.3.588
  58. Hu, J. & Zhang, Y. (2024). Growth mindset mediates perceptions of teachers' and parents' process feedback in digital reading performance: Evidence from 32 OECD countries. Learning and Instruction, 90, 101874. https://doi.org/10.1016/j.learninstruc.2023.101874
  59. İlhan, M. & Çetin, B. (2013). Örtük zekâ teorisi ölçeğinin Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 7(1), 191–218.
  60. Jackson, J. J., Hill, P. L., Payne, B. R., Roberts, B. W., & Stine-Morrow, E. (2012). Can an old dog learn (and want to experience) new tricks? Cognitive training increases openness to experience in older adults. Psychology and Aging, 27(2), 286–292. https://doi.org/10.1037/a0025918
  61. James, W. (1890). Habit. H. Holt.
  62. James, W. (1907). The energies of men. Science, 25(635), 321–332.
  63. Jiang, H. (2025). The predictive effect of cultural orientations on Chinese gifted students’ growth mindsets. Frontiers in Education, 9, 1493686.
  64. Job, V., Dweck, C. S., & Walton, G. M. (2010). Ego depletion—is it all in your head? Psychological Science, 21(11), 1686–1693. https://doi.org/10.1177/0956797610384745
  65. Job, V., Walton, G. M., Bernecker, K., & Dweck, C. S. (2015). Implicit theories about willpower predict self-regulation and grades in everyday life. Journal of Personality and Social Psychology, 108(4), 637–647. https://doi.org/10.1037/pspp0000014
  66. Kağıtçıbaşı, Ç., Baydar, N., & Cemalcılar, Z. (2018). Supporting positive development in early adolescence: A school-based intervention in Turkey. Applied Developmental Science, 22(3), 221–243. https://doi.org/10.1080/10888691.2018.1457962
  67. Karasar, N. (2012). Bilimsel araştırma yöntemi. Nobel.
  68. Lam, K. K. L. & Zhou, M. (2025). A meta-analysis of the relationship between growth mindset and grit. Acta Psychologica, 255, 104872. https://doi.org/10.1016/j.actpsy.2024.104872
  69. Lee, H. Y., Jamieson, J. P., Miu, A. S., Josephs, R. A., & Yeager, D. S. (2019). An entity theory of intelligence predicts higher cortisol levels when high school grades are declining. Child Development, 90(6), e849–e867. https://doi.org/10.1111/cdev.13116
  70. Lubinski, D. (2009). Exceptional cognitive ability: The phenotype. Behavior Genetics, 39, 350–358. https://doi.org/10.1007/s10519-009-9284-5
  71. MacGyvers, V. L. (1992). Implicit beliefs about the self and real-world outcomes in children and adolescents. (Doktora Tezi). University of Illinois Urbana-Champaign.
  72. Mangels, J. A., Butterfield, B., Lamb, J., Good, C., & Dweck, C. S. (2006). Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model. Social Cognitive and Affective Neuroscience, 1(2), 75–86. https://doi.org/10.1093/scan/nsl013
  73. Martins, L. & Veiga, P. (2010). Do inequalities in parents’ education play an important role in PISA students’ mathematics achievement test score disparities? Economics of Education Review, 29(6), 1016–1033. https://doi.org/10.1016/j.econedurev.2010.05.001
  74. McClelland, M. M. & Cameron, C. E. (2011). Self-regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 2011(133), 29–44. https://doi.org/10.1002/cd.302
  75. McCutchen, K. L., Jones, M. H., Carbonneau, K. J., & Mueller, C. E. (2016). Mindset and standardized testing over time. Learning and Individual Differences, 45, 208–213. https://doi.org/10.1016/j.lindif.2015.11.027
  76. McKay, J. (1992). Building self-esteem in children. M. McKay & P. Fanning (Ed.), Self-esteem (2. b.) içinde (s. 239–271). New Harbinger.
  77. MEB. (2016). TIMSS 2015 Ulusal Matematik ve Fen Bilimleri Ön Raporu 4. ve 8. Sınıflar. http://odsgm.meb.gov.tr/meb_iys_dosyalar/2017_06/23161945_timss_2015_on_raporu.pdf sayfasından erişilmiştir.
  78. MEB. (2017). Akademik Becerilerin İzlenmesi ve Değerlendirilmesi (ABİDE, 2016, 8. Sınıflar Raporu). http://edirne.meb.gov.tr/meb_iys_dosyalar/2018_06/08104327_ABYDE_Turkiye.pdf sayfasından erişilmiştir.
  79. MEB. (2019). Akademik Becerilerin İzlenmesi ve Değerlendirilmesi (ABİDE, 2018, 8. Sınıflar Raporu). http://eskisehirodm.meb.gov.tr/meb_iys_dosyalar/2019_07/03112508_ABYDE_8_2018_Raporu.pdf sayfasından erişilmiştir.
  80. MEB. (2020). Sınıf Rehberlik Programı (Okul Öncesi, İlkokul, Ortaokul ve Ortaöğretim/Lise). https://orgm.meb.gov.tr/meb_iys_dosyalar/2020_07/17143025_SINIF_REHBERLYK_PROGRAMI_2020.pdf sayfasından erişilmiştir.
  81. Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–134.
  82. Molden, D. C. & Dweck, C. S. (2006). Finding “meaning” in psychology: A lay theories approach to self-regulation, social perception, and social development. American Psychologist, 61(3), 192–203. https://doi.org/10.1037/0003-066X.61.3.192
  83. Moser, J. S., Schroder, H. S., Heeter, C., Moran, T. P., & Lee, Y.-H. (2011). Mind your errors. Psychological Science, 22(12), 1484–1489. https://doi.org/10.1177/0956797611419520
  84. Mrazek, A. J., Ihm, E. D., Molden, D. C., Mrazek, M. D., Zedelius, C. M., & Schooler, J. W. (2018). Expanding minds: Growth mindsets of self-regulation and the influences on effort and perseverance. Journal of Experimental Social Psychology, 79, 164–180. https://doi.org/10.1016/j.jesp.2018.07.003
  85. Mueller, C. M. & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52. https://doi.org/10.1037/0022-3514.75.1.33
  86. Murphy, M., Fryberg, S., Brady, L., Canning, E., & Hecht, C. (2021). Global mindset initiative paper 1: Growth mindset cultures and teacher practices. SSRN. https://doi.org/10.2139/ssrn.3911594
  87. Myers, C. A., Wang, C., Black, J. M., Bugescu, N., & Hoeft, F. (2016). The matter of motivation: Striatal resting-state connectivity is dissociable between grit and growth mindset. Social Cognitive and Affective Neuroscience, 11(10), 1521–1527. https://doi.org/10.1093/scan/nsw06
  88. Ng, B. (2018). The neuroscience of growth mindset and intrinsic motivation. Brain Sciences, 8(2), 20. https://doi.org/10.3390/brainsci8020020
  89. Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Öz denetim ve akademik başarı ve direnç: Boylamsal bir çalışma. International Journal of Educational Research, 41(3), 198–215. https://doi.org/10.1016/j.ijer.2005.07.001
  90. OECD. (2021). Sky’s the limit: Growth mindset, students, and schools in PISA. OECD. https://www.oecd.org/pisa/growth-mindset.pdf sayfasından erişilmiştir.
  91. Orhan, S. İ., & Aydın, A. (2021). Gelişim öz-teorisine göre tasarlanan etkinliklerin 7. sınıf öğrencilerinin hücre ve bölünmeler ünitesini öğrenmelerine ve motivasyonlarına etkisi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 29–67. https://doi.org/10.17679/inuefd.750513
  92. Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
  93. Park, D., Tsukayama, E., Yu, A., & Duckworth, A. L. (2020). The development of grit and growth mindset during adolescence. Journal of Experimental Child Psychology, 198, 104889. https://doi.org/10.1016/j.jecp.2020.104889
  94. Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, 26(6), 784–793. https://doi.org/10.1177/0956797615571017
  95. Petscher, Y., Al Otaiba, S., Wanzek, J., Rivas, B., & Jones, F. (2017). The relation between global and specific mindset with reading outcomes for elementary school students. Scientific Studies of Reading, 21(5), 376–391. https://doi.org/10.1080/10888438.2017.1313846
  96. Polirstok, S. (2017). Strategies to improve academic achievement in secondary school students: Perspectives on grit and mindset. SAGE Open, 7(4), 215824401774511. https://doi.org/10.1177/2158244017745111
  97. Quinn, J. M. & Wagner, R. K. (2018). Using meta-analytic structural equation modeling to study developmental change in relations between language and literacy. Child Development, 89(6), 1956–1969. https://doi.org/10.1111/cdev.13049
  98. Rattan, A., Savani, K., Chugh, D., & Dweck, C. S. (2015). Leveraging mindsets to promote academic achievement. Perspectives on Psychological Science, 10(6), 721–726. https://doi.org/10.1177/1745691615599383
  99. Reimers, F. M. & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 pandemic of 2020. OECD.
  100. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. J. Sikula (Ed.), Handbook of research on teacher education (2. B.) içinde (s. 102–119). MacMillan.
  101. Rissanen, I., Kuusisto, E., Tuominen, M., & Tirri, K. (2019). In search of a growth mindset pedagogy: A case study of one teacher’s classroom practices in a Finnish elementary school. Teaching and Teacher Education, 77, 204–213. https://doi.org/10.1016/j.tate.2018.10.002
  102. Romero, C., Master, A., Paunesku, D., Dweck, C. S., & Gross, J. J. (2014). Academic and emotional functioning in middle school: The role of implicit theories. Emotion, 14(2), 227–234. https://doi.org/10.1037/a0035490
  103. Sarıçam, H., Çelik, İ., & Oğuz, A. (2016). Kısa azim (sebat) ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 5(2), 927–935. https://doi.org/10.7884/teke.622
  104. Sauvé, L. & Viau, R. (2002). L’abandon et la persévérance dans l’enseignement à distance: L’importance de la relation enseignement-apprentissage. Nouveau centenaire–nouveaux modèles: Actes du Colloque de l’ACDE. http://www.cadeaced.ca/icdepapers/sauveviau.htm sayfasından erişilmiştir.
  105. Schroder, H. S., Fisher, M. E., Lin, Y., Lo, S. L., Danovitch, J. H., & Moser, J. S. (2017). Neural evidence for enhanced attention to mistakes among school-aged children with a growth mindset. Developmental Cognitive Neuroscience, 24, 42–50. https://doi.org/10.1016/j.dcn.2017.01.004
  106. Schunk, D. H. & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self-reflective practice. Guilford.
  107. Sigmundsson, H., Haga, M., & Hermundsdottir, F. (2020). Passion, grit and mindset in young adults: Exploring the relationship and gender differences. New Ideas in Psychology, 59, 100795. https://doi.org/10.1016/j.newideapsych.2020.100795
  108. Sternberg, R. J. (1998). Abilities are forms of developing expertise. Educational Researcher, 27(3), 11–20. https://doi.org/10.3102/0013189X027003011
  109. Sun, K. L. (2015). There’s no limit: Mathematics teaching for a growth mindset. (Doktora Tezi). https://purl.stanford.edu/xf479cc2194 sayfasından erişilmiştir.
  110. Suskind, D. (2021). Otuz milyon kelime: Çocuğunuzun beynini geliştirin (E. Eret Orhan & B. Satılmış, Çev.). Buzdağı.
  111. Tang, T. Z., DeRubeis, R. J., Hollon, S. D., Amsterdam, J., Shelton, R. C., & Schalet, B. D. (2009). Personality change during depression treatment. Archives of General Psychiatry, 66(12), 1322–1330. https://doi.org/10.1001/archgenpsychiatry.2009.166
  112. Tang, X., Wang, M. T., Guo, J., & Salmela-Aro, K. (2019). Building grit: The longitudinal pathways between mindset, commitment, grit, and academic outcomes. Journal of Youth and Adolescence, 48(5), 850–863. https://doi.org/10.1007/s10964-018-0975-4
  113. Tavşancıl, E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi. Nobel.
  114. TEDMEM. (2018). PISA 2018’e İlk Bakış: Bulgular Türkiye için Ne Söylüyor? https://tedmem.org/download/pisa-2018e-ilk-bakis-bulgular-turkiye-icin-ne-soyluyor sayfasından erişilmiştir.
  115. Tipton, E., Hedges, L., Yeager, D., Murray, J., & Gopalan, M. (2021). Global mindset initiative paper 4: Research infrastructure and study design. SSRN. https://doi.org/10.2139/ssrn.3911643
  116. Tock, J. L., Quinn, J. M., Otaiba, S. A., Petscher, Y., & Wanzek, J. (2021). Establishing a reading mindset measure: A validation study. Assessment for Effective Intervention, 46(4), 281–291.
  117. Trzesniewski, K., Yeager, D., Catalán Molina, D., Claro, S., Oberle, C., & Murphy, M. (2021). Global mindset initiative paper 3: Measuring growth mindset classroom cultures. SSRN. https://doi.org/10.2139/ssrn.3911591
  118. UNESCO. (2020). Global monitoring of school closures caused by Covid-19. https://en.unesco.org/covid19/educationresponse/ sayfasından erişilmiştir.
  119. Varlı, A. & Yılmaz, A. (2020). The relationship between in-service teachers’ mindset types and their efficacy beliefs in instructional strategies. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 2(4), 191–203. https://doi.org/10.46423/izujed.752446
  120. Wang, S., Dai, J., Li, J., Wang, X., Chen, T., Yang, X., …, & Gong, Q. (2018). Neuroanatomical correlates of grit: Growth mindset mediates the association between gray matter structure and trait grit in late adolescence. Human Brain Mapping, 39(4), 1688–1699. https://doi.org/10.1002/hbm.23944
  121. Yalın, C. (2014). Mindset, future and the family: Interactions between context and belief in change in predicting self-efficacy and goal orientations. (Doktora Tezi). https://research.sabanciuniv.edu/id/eprint/placeholder sayfasından erişilmiştir.
  122. Yeager, D. S. (2017). Dealing with social difficulty during adolescence: The role of implicit theories of personality. Child Development Perspectives, 11(3), 196–201. https://doi.org/10.1111/cdep.12234
  123. Yeager, D. S. & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314. https://doi.org/10.1080/00461520.2012.722805
  124. Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., …, & Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364–369. https://doi.org/10.1038/s41586-019-1466-y
  125. Yeager, D. S. & Walton, G. M. (2011). Social-psychological interventions in education. Review of Educational Research, 81(2), 267–301. https://doi.org/10.3102/0034654311405999
  126. Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., …, & Dweck, C. S. (2016). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences, 113(24), 3341–3348. https://doi.org/10.1073/pnas.1524360113
  127. Zeeb, H., Ostertag, J., & Renkl, A. (2020). Towards a growth mindset culture in the classroom: Implementation of a lesson-integrated mindset training. Education Research International, 2020, 1234567. https://doi.org/10.1155/2020/1234567
  128. Zimmerman, B. J. (2015). Self-regulated learning: Theories, measures, and outcomes. J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2. b.) içinde (s. 541–546). Elsevier. https://doi.org/10.1016/b978-0-08-097086-8.26060-1
  129. Zimmerman, B. J. & Schunk, D. H. (2004). Self-regulating intellectual processes and outcomes: A social cognitive perspective. D. Y. Dai & R. J. Sternberg (Ed.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development içinde (s. 323–350). Erlbaum.