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Journals / Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi / 2026 / Cilt: 27 Sayı: 3

Measuring Mindset: Integrating Mindset Perspectives into Math and Science

Zihniyeti Ölçmek: Zihniyet Perspektiflerinin Matematik ve Fen Bilimlerine Entegrasyonu

İpek Derman(HACETTEPE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, EĞİTİM BİLİMLERİ BÖLÜMÜ)0000-0002-2024-2619
Şehnaz Nigar Çelik(VAN YÜZÜNCÜ YIL ÜNİVERSİTESİ)0000-0001-9949-0668
Selen Demirtaş Zorbaz(ANKARA ÜNİVERSİTESİ)0000-0003-0040-9095
Dilek İlhan Beyaztaş(ERZİNCAN BİNALİ YILDIRIM ÜNİVERSİTESİ)0000-0002-7642-9087
Sevda Çetin(HACETTEPE ÜNİVERSİTESİ)0000-0001-5483-595X
Pages
1023–1057
Publication Date
2026-09-30
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AI Summary & Key Takeaways

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

However, most existing scales measure general mindsets (i.e., beliefs about overall ability) and overlook domain-specific variations (i.e., beliefs about abilities in particular subjects).

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Understanding students' beliefs about the nature of intelligence is crucial for predicting learning behaviours and academic achievement.
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Key Findings & Data:Using the first dataset (n = 852), we conducted a Confirmatory Factor Analysis (CFA) of the Mathematics Mindset Scale, confirming a two-dimensional structure.
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Conclusion & Impact:However, most existing scales measure general mindsets (i.e., beliefs about overall ability) and overlook domain-specific variations (i.e., beliefs about abilities in particular subjects).
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Örtük zeka kuramı · Matematik · Fen bilimleri

Abstract

Understanding students' beliefs about the nature of intelligence is crucial for predicting learning behaviours and academic achievement. The implicit theory of intelligence, referring to whether intelligence is seen as fixed or malleable, has received growing attention in educational research. However, most existing scales measure general mindsets (i.e., beliefs about overall ability) and overlook domain-specific variations (i.e., beliefs about abilities in particular subjects). This gap restricts the development of targeted interventions for specific learning domains. To address this, the present study adapted and validated mindset scales for assessing students’ beliefs about intelligence in science and mathematics. Data were collected from two independent samples of middle school students. Using the first dataset (n = 852), we conducted a Confirmatory Factor Analysis (CFA) of the Mathematics Mindset Scale, confirming a two-dimensional structure. With the second dataset (n = 1034), a CFA of the Science Mindset Scale revealed comparable structural validity. Reliability analyses indicated acceptable internal consistency, supported by Cronbach’s alpha values. The study enriches the literature by offering valid and reliable tools for assessing domain-specific mindsets and provides practical implications for researchers and educators aiming to foster academic growth in science and mathematics.

Özet

Öğrencilerin zekânın doğasına ilişkin inançlarını anlamak, öğrenme davranışlarını ve akademik başarıyı yordamak açısından kritik öneme sahiptir. Zekânın sabit mi yoksa geliştirilebilir mi olarak algılandığını ifade eden zihniyet kuramı, eğitim araştırmalarında giderek artan bir ilgi görmektedir. Ancak mevcut ölçeklerin çoğu genel zihniyetleri (yani genel yeteneğe ilişkin inançları) ölçmekte ve bağlama özgü farklılıkları (yani belirli derslerdeki yeteneklere ilişkin inançları) göz ardı etmektedir. Bu boşluk, belirli öğrenme alanlarına yönelik hedeflenmiş müdahalelerin geliştirilmesini sınırlandırmaktadır. Bu duruma yanıt olarak, bu çalışmada öğrencilerin fen bilimleri ve matematik bağlamlarında zekâya ilişkin inançlarını değerlendirmek üzere zihniyet ölçekleri uyarlanmış ve geçerlik–güvenirlik çalışmaları yapılmıştır. Veriler, ortaokul öğrencilerinden oluşan iki bağımsız örneklemden toplanmıştır. İlk veri seti ( n = 852) kullanılarak Matematik Zihniyet Ölçeği için Doğrulayıcı Faktör Analizi (DFA) gerçekleştirilmiş ve iki boyutlu bir yapı doğrulanmıştır. İkinci veri seti ( n = 1034) ile Fen Bilimleri Zihniyet Ölçeği için yapılan DFA, benzer bir yapısal geçerlik ortaya koymuştur. Güvenirlik analizleri ve Cronbach alfa değerleriyle desteklenen kabul edilebilir düzeyde iç tutarlılığa işaret etmiştir. Bu çalışma, bağlama özgü zihniyetlerin değerlendirilmesine yönelik geçerli ve güvenilir araçlar sunarak alanyazına katkı sağlamanın yanı sıra, fen bilimleri ve matematik alanlarında akademik gelişimi desteklemeyi hedefleyen araştırmacı ve eğitimciler için uygulamaya dönük çıkarımlar ortaya koymaktadır.

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Cite This Article

Derman, İ., Çelik, Ş. N., Zorbaz, S. D., Beyaztaş, D. İ., Çetin, S. (2026). Measuring Mindset: Integrating Mindset Perspectives into Math and Science. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Cilt: 27 Sayı: 3, 1023–1057. https://doi.org/10.29299/kefad.1852436

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