Zihniyeti Ölçmek: Zihniyet Perspektiflerinin Matematik ve Fen Bilimlerine Entegrasyonu

Abstract

Öğrencilerin zekânın doğasına ilişkin inançlarını anlamak, öğrenme davranışlarını ve akademik başarıyı yordamak açısından kritik öneme sahiptir. Zekânın sabit mi yoksa geliştirilebilir mi olarak algılandığını ifade eden zihniyet kuramı, eğitim araştırmalarında giderek artan bir ilgi görmektedir. Ancak mevcut ölçeklerin çoğu genel zihniyetleri (yani genel yeteneğe ilişkin inançları) ölçmekte ve bağlama özgü farklılıkları (yani belirli derslerdeki yeteneklere ilişkin inançları) göz ardı etmektedir. Bu boşluk, belirli öğrenme alanlarına yönelik hedeflenmiş müdahalelerin geliştirilmesini sınırlandırmaktadır. Bu duruma yanıt olarak, bu çalışmada öğrencilerin fen bilimleri ve matematik bağlamlarında zekâya ilişkin inançlarını değerlendirmek üzere zihniyet ölçekleri uyarlanmış ve geçerlik–güvenirlik çalışmaları yapılmıştır. Veriler, ortaokul öğrencilerinden oluşan iki bağımsız örneklemden toplanmıştır. İlk veri seti (n = 852) kullanılarak Matematik Zihniyet Ölçeği için Doğrulayıcı Faktör Analizi (DFA) gerçekleştirilmiş ve iki boyutlu bir yapı doğrulanmıştır. İkinci veri seti (n = 1034) ile Fen Bilimleri Zihniyet Ölçeği için yapılan DFA, benzer bir yapısal geçerlik ortaya koymuştur. Güvenirlik analizleri ve Cronbach alfa değerleriyle desteklenen kabul edilebilir düzeyde iç tutarlılığa işaret etmiştir. Bu çalışma, bağlama özgü zihniyetlerin değerlendirilmesine yönelik geçerli ve güvenilir araçlar sunarak alanyazına katkı sağlamanın yanı sıra, fen bilimleri ve matematik alanlarında akademik gelişimi desteklemeyi hedefleyen araştırmacı ve eğitimciler için uygulamaya dönük çıkarımlar ortaya koymaktadır.

Keywords

• Örtük zeka kuramı
• Matematik
• Fen bilimleri
• Ortaokul öğrencileri
• Zihniyet

Supporting Institution

Bu çalışma, Avrupa Birliği tarafından Erasmus+ Okul Eğitimi İş Birliği Ortaklıkları (KA220-SCH) programı kapsamında finanse edilen “Would You Mind-Set?” projesi çerçevesinde yürütülmüştür (Proje No: 2023-1-TR01-KA220-SCH-000155031).

Ethical Statement

Yapılan bu çalışmada, Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi kapsamında uyulması gereken tüm kurallara uyulmuş; yönergenin ikinci bölümü olan “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden hiçbiri gerçekleştirilmemiştir. Bu çalışma, Erzincan Binali Yıldırım Üniversitesi İnsan Araştırmaları Eğitim Bilimleri Etik Kurulunun 26 Ocak 2024 tarihli ve 01/03 protokol numaralı izni doğrultusunda gerçekleştirilmiştir.

Measuring Mindset: Integrating Mindset Perspectives into Math and Science

Abstract

Understanding students' beliefs about the nature of intelligence is crucial for predicting learning behaviours and academic achievement. The implicit theory of intelligence, referring to whether intelligence is seen as fixed or malleable, has received growing attention in educational research. However, most existing scales measure general mindsets (i.e., beliefs about overall ability) and overlook domain-specific variations (i.e., beliefs about abilities in particular subjects). This gap restricts the development of targeted interventions for specific learning domains. To address this, the present study adapted and validated mindset scales for assessing students’ beliefs about intelligence in science and mathematics. Data were collected from two independent samples of middle school students. Using the first dataset (n = 852), we conducted a Confirmatory Factor Analysis (CFA) of the Mathematics Mindset Scale, confirming a two-dimensional structure. With the second dataset (n = 1034), a CFA of the Science Mindset Scale revealed comparable structural validity. Reliability analyses indicated acceptable internal consistency, supported by Cronbach’s alpha values. The study enriches the literature by offering valid and reliable tools for assessing domain-specific mindsets and provides practical implications for researchers and educators aiming to foster academic growth in science and mathematics.

Keywords

• Implicit theory of intelligence
• Math
• Middle school students
• Mindset
• Science

Supporting Institution

: This study was conducted within the scope of the “Would You Mind-Set?” project, which is funded by the European Union under the Erasmus+ School Education Cooperation Partnerships (KA220-SCH) program (Project No: 2023-1-TR01-KA220-SCH-000155031).

Ethical Statement

In this study, all rules specified in the Directive on Scientific Research and Publication Ethics of Higher Education Institutions were fully complied with, and none of the actions listed under Section Two, entitled “Actions Contrary to Scientific Research and Publication Ethics,” were committed. This study was conducted in accordance with the approval of the Human Research Ethics Committee in Educational Sciences of Erzincan Binali Yıldırım University, dated January 26, 2024, with Protocol No. 01/03.

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