Portrait of Middle School Students' Implicit Beliefs about Intelligence: A Qualitative View

Year 2024, Volume: 11 Issue: 1, 26 - 48, 31.01.2024

İbrahim Can Güngör

Abstract

This research is concerned with the meanings attributed to the nature of personal characteristics such as intelligence. These meaning systems were examined by using observation, interview and academic diary data for 15 weeks on a study group of 5 students and an attempt was made to reveal a portrait of 6th grade middle school students' implicit beliefs about intelligence. In this process, which was conducted as a qualitative case study, a single case-holistic design was used. The research data were analyzed with the content analysis approach in MAXQUDA Analytics Pro 2022 package program. The findings showed that students accepted intelligence as a very limited concept and that this understanding was related to implicit beliefs about intelligence. It was concluded that being fixed mindset-oriented does not depend on the belief that intelligence is a natural ability, but as the implicit theory predicts, mindsets play a role in the efficiency of students' learning lives (motivational orientations, persistence behavior, etc.). The results are discussed in the context of the mediating role of these ways of thinking on the structural features and outcomes of learning. Suggestions were made for expanding the scope of research to understand the ages at which implicit beliefs about intelligence are formed, their origins, how they develop and their relationship with personality traits.

Keywords

growth mindset, motivation to learn, implicit theories of intelligence, fixed mindset, mindsets

Ortaokul Öğrencilerinin Zekâ Hakkındaki Örtük İnançlarının Portresi: Nitel Bir Bakış

Abstract

Bu araştırma, zekâ gibi kişisel niteliklerin doğasına atfedilen anlamlarla ilgilidir. Bu anlam sistemleri, 5 öğrenciden oluşan bir çalışma grubu üzerinde 15 hafta boyunca gözlem, görüşme ve akademik günlük verileri kullanılarak incelenmiş ve ortaokul 6. sınıf öğrencilerinin zekâya ilişkin örtük inançlarının bir portresi ortaya koyulmaya çalışılmıştır. Nitel durum çalışması olarak yürütülen bu süreçte, bütüncül tek durum deseni kullanılmıştır. Araştırma verileri, MAXQUDA Analytics Pro 2022 paket programında içerik analizi yaklaşımı ile analiz edilmiştir. Bulgular, öğrencilerin zekâyı oldukça sınırlı bir kavram olarak kabul ettiklerini ve bu anlayışın zekâya ilişkin örtük inançlarla ilişkili olduğunu göstermiştir. Sabit zihniyet odaklı olmanın zekânın doğal bir yetenek olduğu inancına bağlı olmadığı ancak örtük teorinin öngördüğü gibi zihniyetlerin, öğrencilerin öğrenme yaşamlarının (motivasyonel yönelimler, sebat davranışı vb.) verimliliğinde rol oynadığı sonucuna ulaşılmıştır. Sonuçlar, bu düşünce tarzlarının öğrenmenin yapısal özellikleri ve sonuçları üzerindeki aracı rolü bağlamında tartışılmıştır. Zekâya ilişkin örtük inançların hangi yaşlarda oluştuğu, kökenleri, nasıl geliştikleri ve kişilik özellikleriyle ilişkilerinin anlaşılması için araştırma kapsamının genişletilmesine yönelik önerilerde bulunulmuştur.

Keywords

gelişim zihniyeti, öğrenme motivasyonu, örtük zekâ teorileri, sabit zihniyet, zihniyetler

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