Results also revealed that teachers’ mindsets were irrespective of nine previously determined variables.
📌 3 Maddede Bu Makale
🎯
Amaç & Hipotez:This research aims to explore English teachers’ mindsets and further investigate whether teachers’ mindsets have anything to do with nine factors, namely, age, gender, the highest level of education completed, department graduated in, being abroad for education, receiving in-service training programs, teaching experience, level taught, and institution.
📊
Temel Bulgular & Veri:In this descriptive study, data were collected from 162 English teachers working at geographically diverse institutions in Turkey through an online survey.
💡
Sonuç & Katkı:Results also revealed that teachers’ mindsets were irrespective of nine previously determined variables.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:English as a foreign language · teachers · mindset
Abstract
This research aims to explore English teachers’ mindsets and further investigate whether teachers’ mindsets have anything to do with nine factors, namely, age, gender, the highest level of education completed, department graduated in, being abroad for education, receiving in-service training programs, teaching experience, level taught, and institution. In this descriptive study, data were collected from 162 English teachers working at geographically diverse institutions in Turkey through an online survey. The survey included a background questionnaire and a mindset instrument. Findings showed that more than half of the English teachers had a fixed mindset, and the remaining had either a mixed or a growth mindset, of which the latter constituted the smallest group in number. Results also revealed that teachers’ mindsets were irrespective of nine previously determined variables.
OLDAÇ, B., AYDIN, S. (2023). Teachers’ Mindsets in Foreign Language Classrooms. The Literacy Trek, Cilt: 9 Sayı: 1, 1–29. https://ajindex.com/articles/946881
Altunel, I. (2020). Mind matters: How is mindset correlated with demographic variables in foreign language learning? Journal of Language Research, 4(1), 27–40. https://doi.org/10.51726/jlr.739471 Bahník, Š., & Vranka, M. A. (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
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
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
Creswell, J. W., & Garrett, A. L. (2008). The “movement” of mixed methods research and the role of educators. South African Journal of Education, 28(3), 321–333. https://doi.org/10.15700/saje.v28n3a176
Delibalta, M. A. (2020). The relationship between mindset and causal attribution in the EFL context. (Publication No. 633897) [Master’s thesis, Çağ University]. Ulusal Tez Merkezi. DeLuca, C., Coombs, A., & LaPointe-McEwan, D. (2019). Assessment mindset: Exploring the relationship between teacher mindset and approaches to classroom assessment. Studies in Educational Evaluation, 61, 159–169. https://doi.org/10.1016/j.stueduc.2019.03.012
Dulock, H. L. (1993). Research design: Descriptive research. Journal of Pediatric Oncology Nursing, 10(4), 154–157.
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Psychology Press.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House. Dweck, C. S. (2012). Mindsets and human nature: Promoting change in the middle east, the schoolyard, the racial divide, and willpower. American Psychologist, 67(8), 614–622. https://doi.org/10.1037/a0029783
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.
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
Dweck, C. S., Walton, G. M., & Cohen, G. L. (2014). Academic tenacity: Min