Gelişen zihniyetin PISA 2018 başarısını yordama gücü ve düzenleyici değişken olarak sosyoekonomik düzeyin rolü

Year 2022, Volume: 5 Issue: 1, 221 - 235, 31.05.2022

Sibel Kaya , Safiye Bilican Demir

https://doi.org/10.33400/kuje.1061666

Abstract

Dweck ve arkadaşları tarafından geliştirilen zihniyet (mindset) teorisi ve onun eğitim alanındaki yansımaları uluslararası alanyazında oldukça dikkat çekmiştir. Ancak Türkiye’de bu konuda yapılan çalışmaların sayısı çok sınırlıdır. Bu teoriye göre, bazı insanlar, zekânın çalışma ve eğitim yoluyla değişip gelişebileceğine inanırken, bazıları ise bu özelliklerin kalıtsal ve sabit olduğunu düşünmektedir. Zekânın gelişebileceğine inanmak gelişen zihniyet (growth mindset) olarak adlandırılırken; zekânın kalıtsal ve değişmez olduğuna inanmak sabit zihniyet (fixed mindset) olarak adlandırılır. Zihniyet teorisini konu alan çalışmalarda, gelişen zihniyete sahip olmanın akademik başarıyı olumlu yönde etkilediği gözlenirken, sabit zihniyetin genelde başarıyı düşürdüğü gözlenmiştir. Bu araştırmada gelişen zihniyetin (growth mindset) öğrencilerin PISA fen ve matematik başarıları üzerinde etkisinin olup olmadığı ve bu etkinin sosyoekonomik düzeye göre farklılık gösterip göstermediği incelenmiştir. Uluslararası Öğrenci Değerlendirme Programı (PISA) 2018 Türkiye veri setiyle, çok düzeyli regresyon analizi yapılmıştır. Analizler sonucunda hem gelişen zihniyetin hem de sosyoekonomik düzeyin öğrenci başarısını anlamlı biçimde yordadığı ancak gelişen zihniyetin etkisinin sosyoekonomik düzeye göre farklılaşmadığı sonucuna ulaşılmıştır. Yani, gelişen zihniyet farklı sosyoekonomik düzeydeki öğrencilerin fen ve matematik başarısının benzer şekilde anlamlı bir yordayıcısı olmuştur. Öğrenci ve öğretmenlerin gelişen zihniyet konusunda bilgilendirilmeleri ve sınıf içi uygulamaların gelişen zihniyeti destekleyici yönde düzenlenmesi tavsiye edilmektedir. Öğrencilere gelişen zihniyetin aşılanması özellikle Bilim-Teknoloji-Mühendislik-Sanat-Matematik (STEAM) alanlarına yönelmeleri açısından da önem teşkil etmektedir.

Keywords

Gelişen zihniyet, sabit zihniyet, öz-teoriler, PISA başarısı, sosyoekonomik düzey

The effect of growth mindset on PISA 2018 achievement and the socioeconomic status as moderator variable

Abstract

Developed by Dweck and her collegues mindset theory and its reflections in education have been quite popular in international literature. However, mindset studies are very limited in Turkey. According to this theory, some people believe that intelligence can be improved through practice and hard work, which is called a growth mindset. Whereas, other people believe that intelligence is stable and cannot be changed. This notion is called a fixed mindset. Previous literature showed that having a growth mindset usually fosters achievement while having a fixed mindset affects it negatively. The purpose of the current study is to examine the effect of growth mindset on PISA Mathematics and Science achievement. We also examined whether the effect of growth mindset is moderated by socioeconomic status. Programme of International Student Assessment (PISA) 2018 Mathematics and Science dataset for Turkish students was analyzed through hierarchical linear modeling. Findings showed that both growth mindset and socioeconomic status significantly influenced mathematics and science achievement. The effect of growth mindset was not moderated by socioeconomic status. In other words, growth mindset had similar effects on science and mathematics achievement of students with different socioeconomic status. It was recommended that both students and teachers may benefit from mindset interventions. Teachers may help students develop a growth mindset through their instruction and feedbacks. A growth mindset is especially important for students when choosing careers in Science-Technology-Engineering-Arts-Mathematics (STEAM) fields.

Keywords

Growth mindset, fixed mindset, self-theories, PISA achievement, soscioeconomic status

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