Türkiye’de Yetişkin Eğitimi Alanında Gelişime Açık Zihin Yapısı Üzerine Sistematik Alanyazın İncelemesi

Abstract

Öz Bilim ve teknolojideki ilerlemeler, uzayan insan ömrü, savaş, göç, küresel salgın gibi insanları bireysel ve toplumsal açıdan etkileyen olgu ve olaylar yetişkin eğitiminin önemini artırmaktadır. Değişen koşullara uyum sağlamak, sorun çözme becerileri geliştirmek, geleceğe yönelik öngörülerde bulunmak, gerektiğinde inisiyatif alarak harekete geçmek gibi davranışların kazanılmasında etkili olan Gelişime Açık Zihin (GZ) yapısı giderek artan bir ivme ile araştırmalara konu olmaktadır. Yurt içi alanyazında Türkçeye farklı terimlerle çevrilen ve bu çalışmada Gelişime Açık Zihin yapısı olarak ifade edilen Growth Mindset kuramı uluslararası alanyazında önceleri pedagojik açıdan ele alınmış, sonraki yıllarda hayat boyu öğrenme ve yetişkin eğitimi kapsamında kuramsal ve deneysel pek çok çalışmaya da konu olmuştur. Bu çalışma ulusal alanyazında yetişkin eğitimini GZ kuramı çerçevesinde ele alan araştırmaları kapsamaktadır. Çalışmanın amacı hayat boyu öğrenme yolculuğunda yetişkinlerin eğitimi alanında GZ yapısının olası etkilerini inceleyen araştırmaları analiz etmektir. Bu amaçla ulusal alanyazında konuyu ele alan araştırmalar sistematik analiz yöntemiyle incelenmiştir. İncelemeler sonucunda, yurt içi alanyazında yetişkin eğitimi ve GZ yapısını konu alan sınırlı sayıda çalışma olduğu, sayılarının giderek arttığı, çalışmalarda genellikle betimsel analiz yönteminin kullanıldığı ve büyük çoğunluğunun lisansüstü tez çalışması olduğu görülmüştür. Sonuç olarak, yetişkinliğin biyolojik, psikolojik, sosyolojik ve ekonomik boyutları olması; doğası gereği farklı ihtiyaç ve yükümlülükler içermesi nedeniyle, GZ yapısının yetişkin eğitiminde etkisi ve işlevi üzerine çalışmalar yapılması gerektiği vurgulanmıştır.

Keywords

• Yetişkin eğitimi
• Gelişime açık zihin yapısı
• Alanyazın inceemesi

A Systematic Review into Growth Mindset in Adult Education in Turkiye

Abstract

Developments in science and technology, increasing life expectancy, and circumstances that affect people individually and socially such as wars, migration and global pandemics have increased the importance of adult education. Growth Mindset (GM), which is effective in acquiring such skills as adapting to changes, problem-solving, making predictions for future, and taking initiative when necessary has been researched at an increasing rate. The Growth Mindset theory was first discussed in terms of pedagogy in international literature, and later it has also been the subject of many theoretical and experimental studies within the scope of lifelong learning and adult education. This study covers the research in the national literature that deals with adult education within the framework of the GM theory. The aim of the study is to analyze the studies examining the possible effects of GM in the field of adult education in lifelong learning process. For this purpose, the studies dealing with the subject in the national literature were examined with the systematic analysis method. As a result, the following findings were revealed: (a) a limited number of studies on adult education and GM were conducted in Turkiye, (b) there was a noticeable increase in the number of studies in recent years, (c) descriptive analysis method was used mostly to investigate relations between different variables, and (d) the majority of the studies were postgraduate thesis research. In conclusion, the significance of conducting multi-perspective studies on the effect of the GM in adult education was discussed on the ground that adulthood involves biological, psychological, sociological and economic dimensions associated with different needs and responsibilities.

Keywords

• Adult education
• Growth mindset
• literature review

References

1. Altunel, İ. (2019). Birdging the gap: A study on the relationship between mindset and foreign language anxiety. International Online Journal of Education and Teaching (IOJET), 6(3), 690-705. http://iojet.org/index.php/IOJET/article/view/616
2. Altunel, İ. (2020). Mind matters: How is mindset correlated with demographic variables in foreign language learning? Journal of Language Research (JLR) 4(1), 27-40.
3. Anderson, D., Brown, M., and Rushbrook, P. (2004). Vocational education and training. In G. Goley (Ed.) Dimensions of adult learning (pp. 234-250). Open University Press
4. Aral, T. (2019). Effectiveness of a positive youth development ıntervention for early adolescents with high socioeconomic status in private school. [Unpublished Master of Arts thesis]. Koç University.
5. Ashforth, B. E. (2001). Role transitions in organizational life: An identity-based perspective. Lawrence Erlbaum Associates.
6. Avolio, B. J., & Gardner, W. L. (2005). Authentic leadership development: Getting to the root of positive forms of leadership. The Leadership Quarterly, 16(3), 315–338. https://doi.org/10.1016/j.leaqua.2005.03.001
7. Avolio, B. J., & Hannah, S. T. (2008). Developmental readiness: Accelerating leader development. Consulting Psychology Journal: Practice and Research, 60(4), 331–347. https://doi.org/10.1037/1065- 9293.60.4.331
8. Baumgartner, L. M. (2001). An update on transformational learning. New Directions For Adult and Continuing Education, 89, 15-24

9. Baykal, T., & Akay, C. (2021). Türkiye’de yetişkin eğitiminde karşılaşılan sorunlar: Bir meta-sentez çalışması (2004-2020). Jass-Studies - The Journal of Academic Social Science Studies, 14(87), 95-112.
10. Beyaztaş-İlhan, D. & Dawson, E. (2017). A cross-national study of student teachers' views about intelligence: Similarities and differences in England and Turkey. Universal Journal of Educational Research 5(3): 510-516. http://doi:10.13189/ujer.2017.050324
11. Beyaztas-İlhan, D., & Hymer, B. (2016) 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
12. Beyaztas-İlhan, D.İ., Kaptı, S.B.,& Hymer, B. (2017). The relationship between student teachers' perception of intelligence and their goal orientation Universal Journal of Educational Research 5(9), 1519-1528, http://doi:10.13189/ujer.2017.050909
13. 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, (1), 246. https://doi:10.1111/j.1467-8624.2007.00995.x.
14. Burnette, J.L:, Russel, M.V., Hoyt, C.L., Odvidas, K., & Widman, L. (2018). An online growth mindset intervention in a sample of rural adolescent girls. Britisih Journal of Educational Psychology, 88(3), 428- 445.
15. Burnette, J. L., Pollack, J. M., Forsyth, R. B., Hoyt, C. L., Babij, A. D., Thomas, F. N., & Coy, A. E. (2020). A growth mindset intervention: Enhancing students’ entrepreneurial self-efficacy and career development. Entrepreneurship Theory & Practice, 44(5), 878–908. http://doi.org/10.1177/1042258719864293
16. Cai, V.J., Nie, Y., & Lee, A.N. (2022). Pursuing Continuing Education to Promote Employability: Importance of Perceived Support and Growth Mindset. In: Ng, B. (Eds.) Higher education and job employability. Knowledge studies in higher education, vol 10 (pp. 235-253) Springer, Cham. https://doi.org/10.1007/978-3-031-05716-8_12
17. Candan, O.C. (2022. Sınıf öğretmenlerinin matematik zihniyeti ile matematik öğretimi yeterlik inançları arasındaki ilişkilerin incelenmesi [Basılmamış Yüksek Lisans Tezi). Kocaeli Üniversitesi
18. Caniëls, M.C.J., Semeijn, J.H. & Renders, J.H.M. (2018). Mind the mindset! The interaction of proactive personality, transformational leadership and growth mindset for engagement at work. Career Development International, 23(1), 48-66. https://doi.org/10.1108/CDI-11-2016-0194
19. CEDEFOP (2008). Terminology of European education and training policy: A selection of 100 key terms. Office for Official Publications of the European Communities.
20. Chase, A.M. (2010) Should coaches believe in innate ability? The importance of leadership mindset, Quest, 62(3), 296-307. https://doi.org/10.1080/00336297.2010.10483650
21. Clark, M.C.& Wilson, A.L. (1991). Context and rationality in Mezirow’s theory of transformational learning. Adult Education Quarterly, 41(2), 75-91.
22. Claro, S.D., Paunesku, D. & Dweck, C. (2016). Growth mindset tempers the effects of poverty on academic acchievement. Proceedings of the National Academiuy of Sciences, 113(31), 8664-8668. https://doi.org/10.1073/pnas.1608207113
23. Çetinkaya, E. (2021). Brief social psychological interventions to reduce academic achievement gap [Unpublished doctoral thesis]. Koç University
24. Davis J., Mengersen K., Bennett S., & Mazerolle L. (2014). Viewing systematic reviews and meta-analysis in social research through different lenses. Springerplus, 10(3), 511. https://doi.org/10.1186/2193-1801- 3-511
25. Delibalta, M.A. (2020). The relationship between mindset and causal attribution in the EFL context. [Unpublished master’s thesis]. Çağ University.
26. Diener, C.I. & Dweck, C.S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognititons following failure. Journal of Personality and Social Psychology, 36(5), 451-462. https://doi.org/10.1037//0022-3514.36.5.451
27. Diener, C.I. & Dweck, C.S. An analysis of learned helplessness: II. The processing of success. Journal of Personality and Social Psychology, 39(5), 940-52. https://doi.org/10.1037//0022-3514.39.5.940
28. Donohoe C., Topping K. & Hannah E. (2012). The impact of an online intervention (Brainology) on the mindset and resiliency of secondary school pupils: A preliminary mixed methods study. Educational Psychology, 32(5), 641-655. https://doi.org/10.1080/01443410.2012.675646
29. Dweck, C. S. (1975). The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 31(4), 674 -685. https://doi.org/10.1037/h0077149
30. Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
31. 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
32. Dweck, C. S., & Reppucci, N. D. (1973). Learned helplessness and reinforcement responsibility in children. Journal of Personality and Social Psychology, 25(1), 109–116. https://doi.org/10.1037/h0034248
33. Dweck, C. S., Davidson, W., Nelson, S., & Enna, B. (1978). Sex Differences in Learned Helplessness: II. The Contingencies of Evaluative Feedback in the Classroom and III. An Experimental Analysis. Developmental Psychology, 14, 268-276. https://doi.org/10.1037/0012-1649.14.3.268
34. EPRS (n.d.). Lifelong learning in the EU. European Parliamentary Research Service. https://www.europarl.europa.eu/thinktank/infographics/lifelonglearning/
35. Erden, B. (2021). Gelişim odaklı zihniyet teorisine dayalı etkinliklerin başarı, zihniyet inançları, azim, öz düzenleme, motivasyon ve tutum üzerindeki etkililiği. . [Unpublished doctoral thesis]. Bolu Abant İzzet Baysal Üniversitesi
36. Ergen (2019). Exploring the relationship between teachers’ mindset and their technology self-efficacy among the secondary school EFL teachers. [Unpublished master’s thesis]. Başkent University
37. Goetz, T.E., Dweck, C.S. (1980). Learned helplessness in social situations. Journal of Personality and Social Psychology, 39(2), 246-55. https://doi.org/10.1037//0022-3514.39.2.246
38. Gonczi, A. (2004). The new professional and vocational education. In G. Goley (Ed.) Dimensions of adult learning (pp. 19-34). Open University Press
39. Good, C., Aronson, J., ve and Inzlicht, M. (2003). “Improving Adolescents’ Standardized Test Performance: An Intervention to Reduce the Effects of Stereotype Threat.” Journal of Applied Developmental Psychology 24(6), 645-662.
40. Good, C., Rattan, A., & Dweck, C.S. (2012). Why do women opt out? Sense of belonging and women’s representation in mathematics. Journal of Personality and Social Psychology, 102, 700-717. https://doi:10.1037/a0026659
41. Güneş, F., & Deveci T. (2021). Yetişkin eğitimi ve hayat boyu öğrenme (6. Baskı). Ankara: Pegem Akademi Han, S.J., Stieha, V., Poitevin, E., & Starnes, T.L. (2018). Growth mindset in adult learning: Systematic literature review [Conference Session]. Adult Education Research Conference. University of Victoria, Victoria, BC, Canada https://newprairiepress.org/aerc/2018/papers/3
42. Han, S. J., & Stieha, V. (2020). Growth mindset for human resource development: A scoping review of the literature with recommended interventions. Human resource development review, 19(3), 309-331. https://doi.org/10.1177/1534484320939739
43. Hanson, J., Bangert, A., & Ruff, W. (2016). Exploring the relationship between school growth mindset and organizational learning variables: ımplications for multicultural education. Journal of educational studies, 2(2), 222-243. https://doi.org/10.5296/jei.v2i2.10075
44. Havighurst, R. (1972). Developmental tasks and education (2nd ed). McKay
45. Holton, E. F. (1996). New employee development: A Review and Reconceptualization. Human Resource Development Quarterly, 7, 233–252.
46. Jarvis, P. (Ed.) (2009). The Routledge international handbook of lifelong learning. Routledge.
47. Jeanes, E. (2021). A meeting of mind(sets). Integrating the pedagogy and andragogy of mindsets for leadership development. Thinking Skills and Creativity, 39, Article 100758. https://doi.org/10.1016/j.tsc.2020.100758
48. Kagitcibasi, Ç., Baydar, N & Cemalcilar, Z. (2018): Supporting positive development in early adolescence: A school-based intervention in Turkey, Applied Developmental Science. https://doi.org/10.1080/10888691.2018.1457962
49. Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35(3), 835– 847. https://doi.org/10.1037/0012-1649.35.3.835
50. Karakelle, S. & Saraç, S. (2022). Yaratıcı zihniyet yapıları ölçeği: Türkçe geçerlik ve güvenirlik çalışması. Cyprus Turkish Journal of Psychiatry & Psychology, 4(2), 122-129
51. Karaçam, Z. (2013). Sistematik derleme metodolojisi: Sistematik derleme hazırlamak için bir rehber. Dokuz Eylül Üniversitesi Hemşirelik Yüksekokulu Elektronik Dergisi, 6(1): 26-33. https://dergipark.org.tr/en/download/article-file/753523
52. Karakoç, D. (2022). Matematik zihniyeti ve akademik azmin matematik başarısına etkisi. [Basılmamış Yüksek Lisans Tezi). Kocaeli Üniversitesi
53. Karwowski, M. (2014). Creative mindsets: Measurement, correlates, consequences. Psychology of Aesthetics, Creativity, and the Arts, 8(1), 62-70. https://doi.org/10.1037/a0034898
54. Kaya, M.H. (2021). Predictors of English Language Preparatory School Students’ Behavioral Intention To Use Remote Learning Tools in the Covid-19 era. [Unpublished master’s thesis). Middle East University
55. Kaya, S. & Yüksel, D. (2022). Teacher mindset and grit: How do they change by teacher training, gender, and subject taught? Participatory Educational Research (PER), 9(6), 418-435 http://dx.doi.org/10.17275/per.22.146.9.6
56. Keskin, M. & Koçak, H. (2023). Türkiye’de nüfusun yaşlanması üzerine bir SWOT analizi. Sosyolojik Düşün, 8(2), 275-303.
57. Kılıç Otru, A. (2022). Yetişkinlerde bilişsel esneklik, genel öz yeterlik ve iyimserlik düzeyinin örtük zekâ inançları ile ilişkisinin incelenmesi [Yüksek Lisans Tezi]. Kocaeli Üniversitesi
58. Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.). Cambridge.
59. Knowles, M. S., Holton, E. F., & Swanson, R. A. (1998). The adult learner, 6th ed. Elsevier.
60. Koç, C. (2013). Sınıf öğretmenlerinin öz yeterlik algıları ve yapılandırmacı öğrenme ortamı oluşturma becerilerinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) Özel Sayı (1), 240-255.
61. Korkmaz, N. (2018). Türkiye’de beş yıllık kalkınma planlarında yetişkin eğitimi. Yetişkin Eğitimi Dergisi,1(1), 30-58.
62. Kouzes, T.K., & Posner, B.Z. (2019), Influence of managers’ mindset on leadership behavior. Leadership& Organization Development Journal, 40(8,) 829-844. https://doi.org/10.1108/LODJ-03-2019-0142
63. Langer, R.J. (1997). The power of mindful learning. Perseus.
64. Lin, W, Yin, H., & Liu, Z. (2022). The roles of transformational leadership and growth mindset in teacher professional development: The mediation of teacher self- efficacy. Sustainability, 14(11), 6489. https://doi.org/10.3390/su14116489
65. Masters, G. N. (2014). Towards a growth mindset in assessment. Practically Primary, 2(19), 4-7.
66. McCutchen, K. L., Jones, M. H., Carbonneau, K. J., & Mueller, C. E. (2016). Mindset and standardized testing over time. Learning and Individual Differences, 45, 208–213. https://doi.org/10.1016/j.lindif.2015.11.027
67. Merriam, S.B. (2004). The changing landscape of adult learning theory. In J. Comings, B. Garner & C. Smith (Eds.) Review of adult learning and literacy: Connecting research, policy, and practice, Vol 4 (pp.199- 220).
68. Lawrence Erlbaum.Merriam, S.B., & Casseralla, R.S. (1999). Learning in adulthood: A comprehensive guide (2nd Ed). Jossey- Bass Publishers
69. Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass Publishers Mindset Works (n.d.). The impact of growth mindset: Why do mindsets matter? https://www.mindsetworks.com/science/Impact
70. Mueller, C. M., & 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
71. Kangass, N.M., Kumar, V.K., Moore, B.J., Flickinger, C.A., & Barnett J.L. (2023). Development of a leadership minset scale. Jurnal of Leadership Education, 22(1), 77-95. http://doi.org/10.12806/V22/I1/R5
72. OECD (2021). OECD (2021), OECD Skills Outlook 2021: Learning for Life, OECD Publishing. https://doi.org/10.1787/0ae365b4-en.
73. Oldaç, B. 82022). Teachers’ mindsets in foreign language classrooms. [Unpublished master’s thesis]. Istanbul Medeniyet University
74. Orhan, S.İ. (2021). Gelişim öz-teorisine göre tasarlanan öğretimin 7. sınıf öğrencilerinin hücre ve bölünmeler ünitesini öğrenmelerine, motivasyonlarına ve özgüvenlerine etkisinin incelenmesi [Basılmamış doktora tezi]. Kastamonu Üniversitesi.
75. Orhan, S.İ., & Aydın, A. (2022). The effect of activities designed according to the incremental self-theory on 7th grade students' growth mindset, academic achievement and motivation. Bartın University Journal of Faculty of Education, 11(1), 73-92. https://doi.org/10.1016/buefad.90808
76. Page, MJ, Moher, D, Bossuyt, PM, et al. (2021). PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews. BMJ2021;372:n160. doi:10.1136/bmj.n160. https://www.bmj.com/content/372/bmj.n160
77. Pamuk Olgun, Z. (2021). Mindfulness as an intervention in English teachers' quality motivation for lesson preparation. [Unpublished master’s thesis]. İhsan Doğramacı Bilkent University
78. Patrick, S.K., & Joshi, E. (2019). “Set in Stone” or “Willing to Grow”? Teacher sensemaking during a growth mindset initiative. Teaching and Teacher Education, 83, 156-167. https://doi.org/10.1016/j.tate.2019.04.009
79. Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell Publishing. https://doi.org/10.1002/9780470754887
80. Polat, K. (2022). Okul bağlılığının bireysel ve çevresel faktörlerle ilişkisi. [Doktora Tezi]. Ankara Üniversitesi.
81. Premack, P. L., and Wanous, J. P. “Meta-Analysis of realistic job preview experimenters.” Journal of Applied Psychology, 70, 706–719.
82. Rhew, E., Piro, J.S., Goolkasian, P. & Cosentino, P.(2018) The effects of a growth mindset on self-efficacy and motivation. Cogent Education, 5(1), 5:1, 1492337 https://doi.org/10.1080/2331186X.2018.1492337
83. Rogers, A., & Harrocks, N. (2010). Teaching adults (4th ed). Open University Press/McGraw-Hill.
84. Sarkan, O. (2021). Informal workplace learning experiences of gold-collar workers [Unpublished doctoral thesis]. Boğaziçi University
85. Schein, E. (1992). Organizational Culture and Leadership (2nd ed). Jossey-Bass
86. Schmidt, J.A., Shumow, L. & Kackar-Cam, H.Z. (2017). Does mindset ıntervention predict students’ daily experience in classrooms? A comparison of seventh and ninth graders’ trajectories. Journal of Youth Adolescence 46, 582–602. https://doi.org/10.1007/s10964-016-0489-z
87. Seaton, F. (2018). Empowering teachers to implement a growth mindset. Educational Psychology in Practice, 34(1), 41-57, https://doi.org/10.1080/02667363.2017.1382333
88. Sheffler P, Kürüm E, Sheen AM, Ditta, A.S., Ferguson, L. Bravo, D., Rebok, G.W., Strickland-Hughes, C. M., & Ru, W. (2023). Growth Mindset Predicts Cognitive Gains in an Older Adult Multi-Skill Learning Intervention. The International Journal of Aging and Human Development, 96(4), 501-526. https://doi.org10.1177/00914150221106095
89. Sriram, R. (2014). Rethinking intelligence: The role of mindset in promoting success for academically high-risk students. Journal of College Student Retention: Research, Theory & Practice, 15(4), 515-536. https://doi.org/10.2190/CS.15.4.c
90. Şimşek, A.İ. (20222). Öğretmen zihniyeti ile öznel iyi oluş arasındaki ilişkinin incelenmesi: Sınıf öğretmenleri örneği. [Yüksek Lisans Tezi]. Kocaeli Üniversitesi
91. Tanrıverdi, Y. (2022). Gelişim odaklı zihniyet yapısı programının özel yeteneklilerle çalışan öğretmenlerin zihniyet yapısına, mesleki yeterliliklerine etkisi ve öğretmenlerin programa ilişkin görüşleri. [Yüksek Lisans Tezi]. Bahçeşehir Üniversitesi
92. Taylor, E. W. (2008). Transformative learning theory. New Directions For Adult and Continuing Education, 119, 5-15.
93. The World Bank (2003). Lifelong learning in the global knowledge economy: Challenges for developing countries. The World Bank. https://documents1.worldbank.org/curated/en/528131468749957131/pdf/Lifelong- learning-in-the-global-knowledge-economy-challenges-for-developing-countries.pdf
94. Türkoğlu, A., & Uça, S. (2011). Türkiye’de halk eğitimi: Tarihsel gelişimi, sorunları ve çözüm önerileri. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 2 (2), 48-62
95. TÜİK (2023a). İstatistiklerle yaşlılar, 2022. Haber Bülteni, Sayı: 49667. https://data.tuik.gov.tr/Bulten/Index?p=Istatistiklerle-Yaslilar-2022-49667
96. TÜİK (2023b). Yetişkin eğitimi araştırması, 2022. Haber Bülteni, Sayı: 49748. https://data.tuik.gov.tr/Bulten/Index?p=Yetiskin-Egitimi-Arastirmasi-2022-49748
97. Uluduz, H., & Günbayı, İ. (2018). Growth mindset in the classroom. European Journal of Education Studies, 4(4), 173-186. https://doi.org/10.5281/zenodo.1297201
98. UNESCO (1976). Recommendations on the development of adult education. UNESDOC Digital Library https://unesdoc.unesco.org/ark:/48223/pf0000245119.page=3
99. UNESCO (n.d.). UNESCO Institute for Lifelong Learning. https://uil.unesco.org/
100. United Nations (n.d.). UN Population division portal. https://population.un.org/dataportal/
101. Weiss, H. M. (1977). Subordinate ımitation of supervisor behavior: The role of modeling in organizational socialization. Organizational Behavior and Human Performance, 19, 89–105.
102. Yalın, C. (2014). Mindset, future and the family: Interactions between context and belief in change inpredicting self-efficacy and goal orientations. [Unpublished master’s thesis]. Koç University
103. 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
104. Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269–1284. https://doi.org/10.1037/amp0000794
105. Yeşilyurt, E. (2013). Öğretmen adaylarının öz-yeterlilik algıları. Elektronik Sosyal Bilimler Dergisi Elektronik Sosyal Bilimler Dergisi, 12(45), 88-104.
106. Yılmaz, M., & Gürçay, D. (2011). Biyoloji ve fizik öğretmen adaylarının öğretmen özyeterliklerini yordayan değişkenlerin belirlenmesi, Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 1(40), 53-60.
107. Yılmaz, A. (2020). An investigation into the relationship between English preparatory teachers' mindsets and their self efficacy beliefs. [Unpublished master’s thesis]. İstanbul Sabahattin Zaim University.
108. Yılmaz, E. (2022). Development of Mindset Theory Scale (Growth and Fixed Mindset): A validity and reliability study. Research on Education and Psychology (REP), 6(Special Issue), 1-26. Yılmaz E., & Güven, Z.Z. (2022). Üniversite öğrenci adaylarının zihin yapılarının çeşitli değişkenler açısından incelenmesi, Ahmet Keleşoğlu Eğitim Fakültesi Dergisi 4(1), 75-94
109. Zeng, G., Chen, X, Cheung, H. Y., & Peng, K. (2019). Teachers’growth mindset and work engagement in the Chinese educational context: Well-being and persevarence of effort as mediators. Frontiers Psychology,10, 839. https://doi.org/10.3389/fpsyg.2019.00839