THE PREDICTIVE ROLE OF HIGH SCHOOL STUDENTS' MINDSET TOWARDS PROGRAMMING ON THEIR ENGAGEMENT

Abstract

This study aimed to examine the relationship between high school students’ mindset towards programming and their engagement. In the study, which was carried out with the predictive relational research method, 783 vocational high school students who were reached by convenient sampling method constituted the study group of this research. Data were collected online with the "Mindset for Programming Questionnaire" and "Student Engagement Scale". Descriptive statistics, correlation analyses and structural equation modelling were used to analyze the data. In the structural equation model, the predictive effects of growth and fixed mindsets towards programming on students' cognitive, emotional, and behavioral engagement were tested. The findings of the study showed that there were significant positive relationships between students' growth mindset towards programming and their behavioral, emotional and cognitive engagement. On the other hand, fixed mindset was found to have a significant negative relationship with behavioral engagement, no significant relationship with emotional engagement, and a positive but weak relationship with cognitive engagement. From this point of view, it can be said that the mindset affects student engagement, these students are more open to learning, and they are more motivated and actively participate in the programming process. It can be argued that growth mindset has the potential to increase problem solving skills and resilience by enabling students to see mistakes as learning opportunities. Based on this study, it can be suggested that future studies should develop intervention programs based on various instructional designs to strengthen students' growth mindset towards programming and examine their effects.

Keywords

• growth mindset
• fixed mindset
• engagement
• programming

LİSE ÖĞRENCİLERİNİN PROGRAMLAMAYA YÖNELİK ZİHİN YAPILARININ BAĞLILIKLARI ÜZERİNDEKİ YORDAYICI ROLÜ

Abstract

Bu çalışmada lise öğrencilerinin programlamaya yönelik zihin yapısı ile bağlılıkları arasındaki ilişkinin incelenmesi amaçlanmıştır. Yordayıcı ilişkisel araştırma yöntemi ile gerçekleştirilen çalışmada, elverişli örnekleme yöntemiyle ulaşılan 783 meslek lisesi öğrencisi bu araştırmanın çalışma grubunu oluşturmuştur. Veriler “Programlamaya Yönelik Zihin Yapısı Anketi” ve “Öğrenci Bağlılık Ölçeği” ile çevrimiçi olarak toplanmıştır. Programlamaya yönelik gelişim ve sabit zihin yapılarının, öğrencilerin bilişsel, duyuşsal ve davranışsal bağlılıkları üzerindeki yordayıcı etkileri yapısal eşitlik modeli ile test edilmiştir. Araştırma bulguları, öğrencilerin programlamaya yönelik gelişim odaklı zihin yapısı ile davranışsal, duyuşsal ve bilişsel bağlılıkları arasında pozitif yönlü anlamlı bir ilişkinin olduğunu göstermiştir. Sabit zihin yapısının ise davranışsal bağlılıkla negatif yönde anlamlı ilişkili olduğu, duyuşsal bağlılıkla anlamlı bir ilişki olmadığı, bilişsel bağlılıkla ise pozitif yönlü fakat zayıf bir ilişkinin olduğu ortaya çıkmıştır. Buradan hareketle sahip olunan zihin yapısının öğrenci bağlılığını etkilediği, gelişim odaklı zihin yapısına sahip öğrencilerin öğrenmeye daha açık olduğu, programlama sürecine daha motive ve aktif şekilde katıldıkları söylenebilir. Gelişim odaklı zihin yapısına sahip olmanın, hataları öğrenme fırsatı olarak görebilme, problem çözme becerileri ve yılmazlığı artırma potansiyelini beraberinde getirebileceği ileri sürülebilir. Bu çalışmadan hareketle gelecekteki çalışmalarda öğrencilerin programlamaya yönelik gelişim odaklı zihin yapısını güçlendirmeye yönelik çeşitli öğretim tasarımlarına dayalı müdahale programlarının geliştirilmesi ve etkilerinin incelenmesi önerilebilir.

Keywords

• gelişim odaklı zihin yapısı
• sabit zihin yapısı
• bağlılık
• programlama

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