KaydedilenlerDerginizi ekleyin

Dergiler / Kocaeli Üniversitesi Eğitim Dergisi / 2026 / Cilt: 5 Sayı: 1

Gelişen zihniyetin PISA 2018 başarısını yordama gücü ve düzenleyici değişken olarak sosyoekonomik düzeyin rolü

The effect of growth mindset on PISA 2018 achievement and the socioeconomic status as moderator variable

Sibel Kaya(Kocaeli Üniversitesi)0000-0001-8417-3627
Safiye Bilican Demir(KOCAELİ ÜNİVERSİTESİ)0000-0001-9564-9029
Sayfa
221–235
Yayın Tarihi
2022-05-31
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Öğrencilere gelişen zihniyetin aşılanması özellikle Bilim-Teknoloji-Mühendislik-Sanat-Matematik (STEAM) alanlarına yönelmeleri açısından da önem teşkil etmektedir.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Dweck ve arkadaşları tarafından geliştirilen zihniyet (mindset) teorisi ve onun eğitim alanındaki yansımaları uluslararası alanyazında oldukça dikkat çekmiştir.
📊
Temel Bulgular & Veri:Zihniyet teorisini konu alan çalışmalarda, gelişen zihniyete sahip olmanın akademik başarıyı olumlu yönde etkilediği gözlenirken, sabit zihniyetin genelde başarıyı düşürdüğü gözlenmiştir.
💡
Sonuç & Katkı:Öğrencilere gelişen zihniyetin aşılanması özellikle Bilim-Teknoloji-Mühendislik-Sanat-Matematik (STEAM) alanlarına yönelmeleri açısından da önem teşkil etmektedir.
🔬Tür:Araştırma Makalesi
📍Kapsam:2018 Verileri
⚙️Değişkenler:Gelişen zihniyet · sabit zihniyet · öz-teoriler

Özet

Dweck ve arkadaşları tarafından geliştirilen zihniyet (mindset) teorisi ve onun eğitim alanındaki yansımaları uluslararası alanyazında oldukça dikkat çekmiştir. Ancak Türkiye’de bu konuda yapılan çalışmaların sayısı çok sınırlıdır. Bu teoriye göre, bazı insanlar, zekânın çalışma ve eğitim yoluyla değişip gelişebileceğine inanırken, bazıları ise bu özelliklerin kalıtsal ve sabit olduğunu düşünmektedir. Zekânın gelişebileceğine inanmak gelişen zihniyet (growth mindset) olarak adlandırılırken; zekânın kalıtsal ve değişmez olduğuna inanmak sabit zihniyet (fixed mindset) olarak adlandırılır. Zihniyet teorisini konu alan çalışmalarda, gelişen zihniyete sahip olmanın akademik başarıyı olumlu yönde etkilediği gözlenirken, sabit zihniyetin genelde başarıyı düşürdüğü gözlenmiştir. Bu araştırmada gelişen zihniyetin (growth mindset) öğrencilerin PISA fen ve matematik başarıları üzerinde etkisinin olup olmadığı ve bu etkinin sosyoekonomik düzeye göre farklılık gösterip göstermediği incelenmiştir. Uluslararası Öğrenci Değerlendirme Programı (PISA) 2018 Türkiye veri setiyle, çok düzeyli regresyon analizi yapılmıştır. Analizler sonucunda hem gelişen zihniyetin hem de sosyoekonomik düzeyin öğrenci başarısını anlamlı biçimde yordadığı ancak gelişen zihniyetin etkisinin sosyoekonomik düzeye göre farklılaşmadığı sonucuna ulaşılmıştır. Yani, gelişen zihniyet farklı sosyoekonomik düzeydeki öğrencilerin fen ve matematik başarısının benzer şekilde anlamlı bir yordayıcısı olmuştur. Öğrenci ve öğretmenlerin gelişen zihniyet konusunda bilgilendirilmeleri ve sınıf içi uygulamaların gelişen zihniyeti destekleyici yönde düzenlenmesi tavsiye edilmektedir. Öğrencilere gelişen zihniyetin aşılanması özellikle Bilim-Teknoloji-Mühendislik-Sanat-Matematik (STEAM) alanlarına yönelmeleri açısından da önem teşkil etmektedir.

Abstract

Developed by Dweck and her collegues mindset theory and its reflections in education have been quite popular in international literature. However, mindset studies are very limited in Turkey. According to this theory, some people believe that intelligence can be improved through practice and hard work, which is called a growth mindset. Whereas, other people believe that intelligence is stable and cannot be changed. This notion is called a fixed mindset. Previous literature showed that having a growth mindset usually fosters achievement while having a fixed mindset affects it negatively. The purpose of the current study is to examine the effect of growth mindset on PISA Mathematics and Science achievement. We also examined whether the effect of growth mindset is moderated by socioeconomic status. Programme of International Student Assessment (PISA) 2018 Mathematics and Science dataset for Turkish students was analyzed through hierarchical linear modeling. Findings showed that both growth mindset and socioeconomic status significantly influenced mathematics and science achievement. The effect of growth mindset was not moderated by socioeconomic status. In other words, growth mindset had similar effects on science and mathematics achievement of students with different socioeconomic status. It was recommended that both students and teachers may benefit from mindset interventions. Teachers may help students develop a growth mindset through their instruction and feedbacks. A growth mindset is especially important for students when choosing careers in Science-Technology-Engineering-Arts-Mathematics (STEAM) fields.

🔖

Bu Makaleye Atıf Yap

Kaya, S., Demir, S. B. (2022). Gelişen zihniyetin PISA 2018 başarısını yordama gücü ve düzenleyici değişken olarak sosyoekonomik düzeyin rolü. Kocaeli Üniversitesi Eğitim Dergisi, Cilt: 5 Sayı: 1, 221–235. https://doi.org/10.33400/kuje.1061666

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (57)

  1. Altunel, İ. (2019). An investigation into the relationship between mindset and foreign language anxiety. Master’s thesis, Hacettepe University Institute of Education Sciences.
  2. Avvisati, F. (2020). The measure of socio-economic status in PISA: A review and some suggested improvements. Large-scale Assessments in Education, 8, 1-37.
  3. https://doi.org/10.1186/s40536-020-00086-x
  4. Bahník, Š., & M. A. Vranka. (2017). Growth mindset is not associated with scholastic aptitude in a large sample of university applicants. Personality and Individual Differences, 117, 139-143. https://doi.org/10.1016/j.paid.2017.05.046
  5. Bernardo, A. B. (2020). Socioeconomic status moderates the relationship between growth mindset and learning in mathematics and science: Evidence from PISA 2018 Philippine data. International Journal of School & Educational Psychology, 1-15. https://doi.org/10.1080/21683603.2020.1832635
  6. Beyaztaş, D. İ., & Hymer, B. (2018). An analysis of Turkish students’ perception of intelligence from primary school to university. Gifted Education International, 34(1), 19-35. https://doi.org/10.1177/0261429416649041
  7. Blackwell, L., Trzesniewski, K., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246-263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
  8. Bostwick, K. C. P., Collie, R. J., Martin, A. J., & Durksen, T. L. (2017). Students’ growth mindsets, goals, and academic outcomes in mathematics. Zeitschrift Fur Psychologie/ Journal of Psychology, 225(2), 107-116. https://doi.org/10.1027/2151-2604/a000287
  9. Bostwick, K. C., Martin, A. J., Collie, R. J., & Durksen, T. L. (2019). Growth orientation predicts gains in middle and high school students’ mathematics outcomes over time. Contemporary Educational Psychology, 58, 213-227. https://doi.org/10.1016/j.cedpsych.2019.03.010
  10. Boyd, P., & Ash, A. (2018). Mastery mathematics: Changing teacher beliefs around in-class grouping and mindset. Teaching and Teacher Education, 75, 214-223. https://doi.org/10.1016/j.tate.2018.06.016
  11. Cimpian, A., Arce, H. M. C., Markman, E. M., & Dweck, C. S. (2007). Subtle linguistic cues affect children's motivation. Psychological Science, 18(4), 314-316. https://doi.org/10.1111/j.1467-9280.2007.01896.x
  12. 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
  13. Costa, A. & Faria, L. (2018). Implicit theories of intelligence and academic achievement: A meta-analytic review. Frontiers in Psychology, 9, 829, 1-16. https://doi.org/10.3389/fpsyg.2018.00829
  14. Cury, F., Elliot, A. J., Da Fonseca, D., & Moller, A. C. (2006). The social-cognitive model of achievement motivation and the 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 90, 666-679. https://doi.org/10.1037/0022-3514.90.4.666
  15. DeBacker, T. K., Heddy, B. C., Kershen, J. L., Crowson, H. M., Looney, K., & Goldman, J. A. (2018). Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals. Educational Psychology, 38(6), 711-733. https://doi.org/10.1080/01443410.2018.1426833
  16. Delibalta, M. A. (2020). The relationship between mindset and causal attribution in the EFL context. Master’s thesis, Çağ University Graduate School of Social Sciences.
  17. Destin, M., Hanselman, P., Buontempo, J., Tipton, E., & Yeager, D. S. (2019). Do student mindsets differ by socioeconomic status and explain disparities in academic achievement in the United States? AERA Open, 5(3), 2332858419857706. https://doi.org/10.1177/2332858419857706
  18. Dweck, C.S. (1999). Self-theories: Their role in motivation, personality and development. New York: Taylor and Francis/Psychology Press.
  19. Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Ballantine Books.
  20. Dweck, C. S. (2007). Boosting achievement with messages that motivate. Education Canada, 47(2), 6-10.
  21. Dweck, C. S. (2014). Mindsets and math/science achievement. New York: Carnegie Corporation.
  22. Dweck, C. (2015). Carol Dweck revisits the growth mindset. Education Week, 35(5), 20-24.
  23. Dweck, C. S., Chiu, C. Y., & Hong, Y. Y. (1995). Implicit theories: Elaboration and extension of the model. Psychological Inquiry, 6(4), 322-333. https://doi.org/10.1207/s15327965pli0604_12
  24. 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
  25. Frazier, P. A., Tix, A. P., & Barron, K. E. (2004). Testing moderator and mediator effects in counseling psychology research. Journal of Counseling Psychology, 51(1), 115-134.
  26. https://doi.org/10.1037/0022-0167.51.1.115
  27. Frondozo, C. E., King, R. B., Nalipay, M., Jenina, N., & Mordeno, I. G. (2020). Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers’ enjoyment and engagement. Current Psychology, 1-4. https://doi.org/10.1007/s12144-020-01008-4
  28. Gouëdard, P. (2021). Can a growth mindset help disadvantaged students close the gap? PISA in Focus, 112. Paris: OECD Publishing.
  29. Hwang, N., Reyes, M., & Eccles, J. S. (2019). Who holds a fixed mindset, and whom does it harm in mathematics? Youth & Society, 51(2), 247-267. https://doi.org/10.1177/0044118X16670058
  30. International Association for the Evaluation of Educational Achievement (IEA) (2019). IDB Analyzer (version 4.0). Hamburg, Germany: IEA Hamburg.
  31. Kahn J. H. (2011). Multilevel modeling: Overview and applications to research in counseling psychology. Journal of Counseling Psychology, 58(2), 257–271. https://doi.org/10.1037/a0022680
  32. Koğar, H. (2015). PISA 2012 Matematik okuryazarlığını etkileyen faktörlerin aracılık modeli ile incelenmesi. Eğitim ve Bilim, 40(179), 45-55. http://dx.doi.org/10.15390/EB.2015.4445
  33. Laukaityte, I., & Wiberg, M. (2017). Using plausible values in secondary analysis in large-scale assessments. Communications in Statistics-Theory and Methods, 46(22), 11341-11357. https://doi.org/10.1080/03610926.2016.1267764
  34. Li, Y., & Bates, T. C. (2019). You can't change your basic ability, but you work at things, and that's how we get hard things done: Testing the role of growth mindset on response to setbacks, educational attainment, and cognitive ability. Journal of Experimental Psychology: General, 148(9), 1640-1655. https://doi.org/10.1037/xge0000669.
  35. Limeri, L. B., Carter, N. T., Choe, J., Harper, H. G., Martin, H. R., Benton, A., & Dolan, E. L. (2020). Growing a growth mindset: Characterizing how and why undergraduate students’ mindsets change. International Journal of STEM Education, 7(1), 1-19.
  36. Liu, O. L., & Wilson, M. (2009). Gender differences in large-scale math assessments: PISA trend 2000 and 2003. Applied Measurement in Education, 22(2), 164-184. https://doi.org/10.1080/08957340902754635
  37. Lou, N. M., & Noels, K. A. (2019). Promoting growth in foreign and second language education: A research agenda for mindsets in language learning and teaching. System, 86, 102-126. https://doi.org/10.1016/j.system.2019.102126
  38. Magno, C. (2012). Implicit theories of intelligence, achievement goal orientation, and academic achievement of engineering students. The International Journal of Research and Review, 9, 32-43.
  39. Mueller, C., & 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
  40. Muthén, L. K., & Muthén, B. O. (2015). Mplus user’s guide. (7th ed.). Los Angeles: Muthén and Muthén.
  41. Müllensiefen, D., Harrison, P., Caprini, F., & Fancourt, A. (2015). Investigating the importance of self-theories of intelligence and musicality for students' academic and musical achievement. Frontiers in Psychology, 6(1702). https://doi.org/10.3389/fpsyg.2015.01702
  42. OECD (2020). PISA 2018 technical report. Paris: OECD Publishing.
  43. Orhan, S. İ., & Aydın, A. (2020). 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
  44. Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mindset interventions are a scalable treatment for academic underachievement. Psychological Science, 26(6), 784-793. https://doi.org/10.1177/0956797615571017
  45. Perez-Felkner, L., Nix, S., & Thomas, K. (2017). Gendered pathways: How mathematics ability beliefs shape secondary and postsecondary course and degree field choices. Frontiers in Psychology, 8, 386. https://doi.org/10.3389/fpsyg.2017.00386
  46. Rattan, A., Savani, K., Chugh, D., & Dweck, C. S. (2015). Leveraging mindsets to promote academic achievement: Policy recommendations. Perspectives on Psychological Science, 10, 721-726. https://doi.org/10.1177/1745691615599383
  47. Rutkowski, L., Gonzalez, E., Joncas, M., & von Davier, M. (2010). International large-scale assessment data: Issues in secondary analysis and reporting. Educational Researcher, 39(2), 142-151. https://doi.org/10.3102/0013189X10363170
  48. Ryan, S., & Mercer, S. (2012). Language learning mindsets across cultural settings: English learners in Austria and Japan. OnCUE Journal, 6(1), 6-22.
  49. Scherbaum, C. A., & Ferreter, J. M. (2009). Estimating statistical power and required sample sizes for organizational research using multilevel modeling. Organizational Research Methods, 12(2), 347-367. https://doi.org/10.1177/1094428107308906
  50. Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To what extent and under which circumstances are growth mindsets important to academic achievement? Two meta-analyses. Psychological Science, 29(4), 549-571. https://doi.org/10.1177/0956797617739704
  51. Stoet, G., & Geary, D. C. (2013). Sex differences in mathematics and reading achievement are inversely related: Within-and across-nation assessment of 10 years of PISA data. PloS One, 8(3), e57988. https://doi.org/10.1371/journal.pone.0057988
  52. Tempelaar, D. T., Rienties, B., Giesbers, B., & Gijselaers, W. H. (2015). The pivotal role of effort beliefs in mediating implicit theories of intelligence and achievement goals and academic motivations. Social Psychology of Education, 18(1), 101-120. https://doi.org/10.1007/s11218-014-9281-7
  53. 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
  54. Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C.,. Dweck, C. S. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108(3), 374-391. https://doi.org/10.1037/edu0000098
  55. Yılmaz, A. (2020). The relationship between in-service teachers’ mindset types and their efficacy beliefs in instructional strategies. İZÜ Eğitim Dergisi, 2(4), 191-203.
  56. Zhao, J., & Wang, M. (2014). Mothers’ academic involvement and children’s achievement: Children’s theory of intelligence as a mediator. Learning and Individual Differences, 35, 130-136. https://doi.org/10.1016/j.lindif.2014.06.006
  57. Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C.,. Dweck, C. S. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108(3), 374-391. https://doi.org/10.1037/edu0000098