The Effect of the Growth Mindset Approach on Mathematics Achievement in Socioeconomically Disadvantaged Children

Abstract

This study investigates the impact of growth mindset strategies on self-efficacy, self-regulation, metacognitive skills, academic achievement, and mindset beliefs of socio-economically disadvantaged eighth-grade students in Turkey. An embedded mixed-method design was employed with 57 students (experimental group: 28; control group: 29) over an eight-week intervention. Quantitative data were collected via the Mindset Scale, Self-Efficacy Scale, Self-Regulation Scale, Metacognitive Skills Scale, and the Academic Achievement Test, administered both before and after the intervention. Qualitative data were gathered through semi-structured interviews and classroom observations conducted before, during, and after the application. Qualitative data were gathered through semi-structured interviews and classroom observations conducted before, during, and after the intervention and were analyzed using thematic content analysis. Quantitative data were analyzed using ANCOVA, Mann–Whitney U test, and t test. Findings revealed significant improvements in favor of the experimental group in all measured variables. The qualitative results supported the quantitative data, indicating that students exposed to growth mindset strategies developed attitudes such as persistence in the face of difficulty, increased effort, determination, and goal orientation toward mastery. Overall, the study demonstrates that structured growth mindset interventions can effectively enhance both cognitive and motivational outcomes among disadvantaged learners.

Keywords

• growth-mindset
• metacognitive skills
• self-efficacy
• self-regulation.

Gelişim Zihniyeti Yaklaşımının Sosyoekonomik Olarak Dezavantajlı Çocukların Matematik Başarısı Üzerindeki Etkisi

Öz

Bu araştırma, Türkiye’de sosyo-ekonomik açıdan dezavantajlı sekizinci sınıf öğrencilerinin öz yeterlik, öz düzenleme, biliş üstü beceriler, akademik başarı ve zihniyet inançları üzerindeki gelişim zihniyeti stratejilerinin etkisini incelemektedir. Sekiz hafta süren uygulama sürecinde 57 öğrencinin (deney grubu: 28; kontrol grubu: 29) yer aldığı iç içe geçmiş karma yöntem deseni kullanılmıştır. Nicel veriler, uygulama öncesi ve sonrasında uygulanan Zihniyet Ölçeği, Öz Yeterlik Ölçeği, Öz Düzenleme Ölçeği, Biliş Üstü Beceriler Ölçeği ve Akademik Başarı Testi aracılığıyla toplanmıştır. Nitel veriler ise uygulama öncesi, süreci ve sonrasında gerçekleştirilen yarı yapılandırılmış görüşmeler ve sınıf içi gözlemler yoluyla elde edilmiş ve tematik içerik analizi ile çözümlenmiştir. Nicel verilerin analizinde ANCOVA, Mann–Whitney U testi ve t testi kullanılmıştır. Bulgular, ölçülen tüm değişkenler açısından deney grubu lehine anlamlı farklılıklar olduğunu ortaya koymuştur. Nitel bulgular da nicel sonuçları destekleyerek, gelişim zihniyeti stratejilerine maruz kalan öğrencilerin zorluklar karşısında sebat etme, daha fazla çaba gösterme, kararlılık geliştirme ve ustalık yönelimli hedefler belirleme gibi tutumlar geliştirdiklerini göstermiştir. Genel olarak çalışma, yapılandırılmış gelişim zihniyeti müdahalelerinin dezavantajlı öğrencilerde hem bilişsel hem de motivasyonel çıktıları etkili biçimde geliştirebileceğini ortaya koymaktadır.

Anahtar Kelimeler

• gelişim zihniyeti
• öz-yeterlik
• öz-düzenleme
• üstbilişsel beceriler

Kaynakça

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