Araştırma Makalesi
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The Effect of Activities Designed According to the Incremental Self-theory on 7th Grade Students’ Self-confidence and Their Views about Their Growth Mindset in Science Lesson

Yıl 2022, Cilt: 11 Sayı: 1, 73 - 92, 20.02.2022
https://doi.org/10.14686/buefad.908084

Öz

The aim of this study is to determine the effect of activities in the 7th graders science course cell and divisions unit, which were designed in accordance with the incremental self-theory on students’ self-confidence and views on their growth mindset. This Research was conducted with 54 seventh grade students studying in two branches in a public secondary school in Kastamonu Province, Turkey randomly assigned to the experimental group (N=27) and control group (N=27). While the cell and divisions unit was taught to the students in the control group in accordance with the 2018 Science Course Curriculum, it was taught to the students in the experimental group with additional supportive activities, which were designed in accordance with incremental self-theory. The research, which had been conducted with a mixed research approach, a semi-experimental design with pre-test post-test control group design. The quantitative data was collected using the self-confidence scale, and the qualitative data was collected using feedback forms. In the light of the findings, obtained via the analysis of all the data collected, while there was no significant difference between the control and experimental group with regard to self-confidence of the students in science course before the implementation, a significant difference was found in favor of the experimental group, after the implementation. The qualitative findings obtained from the feedback forms, which had been administered every week, supported the aforementioned results. According to the findings reached in line with the data obtained with the feedback forms, it was determined that students improved in subjects such as the developability of intelligence (92.59%), instructional of mistakes (95.83%), getting help in case of failure (100%) and fighting failure (100%), which are related to growth mindset. It has been determined that the education designed to develop the incremental self-theory has a positive effect not only on the students’ views about growth mindset but also their self-confidence levels.

Kaynakça

  • Aditomo, A. (2015). Students’ response to academic setback:" growth mindset" as a buffer against demotivation. International Journal of Educational Psychology, 4(2), 198-222.
  • Akagündüz, N. (2006). İnsan yaşamında özgüven kavramı [self-confidence concept in human life]. İstanbul: Ümraniye Rehberlik ve Araştırma Merkezi Müdürlüğü Yayınları, No: 1.
  • Akın, A. (2007). Öz-güven ölçeği'nin geliştirilmesi ve psikometrik özellikleri [The development and psychometric characteristics of the self-confidence scale]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 167-176.
  • Aksaray, S. (2003). Ergenlerde benlik saygısı geliştirmede beceri eğitimi ve aktivite merkezli programların etkisi [The Effects of skills training and activity oriented programs on adolescence self enhancement]. Doktora Tezi, Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Adana.
  • Altunel, İ. (2019). An investigation into the relationship between mindset and foreign language anxiety. Master's Thesis, Hacettepe University, Institute of Education Sciences, Ankara.
  • Aral, T. (2019). Effectiveness of a positive youth development intervention for early adolescents with high socioeconomic status in private schools. Master’s Thesis, Koç University Graduate School of Social Sciences and Humanities, İstanbul.
  • Baki, A., & Gökçek, T. (2012). Karma yöntem araştırmalarına genel bir bakış [A general overview of mixed method researches]. Elektronik Sosyal Bilimler Dergisi, 11(42), 1-21.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
  • Bilgin, Ş. (2001). Ergenlerde kaygı ile benlik saygısı arasındaki ilişki [The relationship between anxiety and self-esteem in adolescents]. Yüksek Lisans Tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Bilir, P. (2017). Basic psychological needs in relationships with parents and teachers: links to academic motivation, self-efficacy, and performance in mathematics. Master’s Thesis, Özyeğin University Graduate School of Social Sciences, İstanbul.
  • 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, 78(1), 246-263.
  • Christakis, N. A., & Fowler, J. H. (2013). Social contagion theory: Examining dynamic social networks and human behavior. Statistics in Medicine, 32, 556–577.
  • Cimpian, A., Arce, H. M. C., Markman, E. M., & Dweck, C. S. (2007). Subtle linguistic cues affect children’s motivation. Psychological Science, 18(4), 314–316.
  • Costa, A., & Faria, L. (2018). Implicit theories of intelligence and academic achievement: A meta-analytic review. Frontiers in Psychology, 9, 1-16.
  • Creswell, J. W., & Clark, P. V. L. (2007). Understanding mixed methods research, (Chapter 1). In designing and conducting mixed methods research (2nd. ed.). Los Angeles.
  • Çankaya, Ö. (1997). The relationships among test anxiety, self-esteem and academic achievement in eleventh grade students. Master’s Thesis, The Graduate School of Social Sciences of the Middle East Technical University, Ankara.
  • Çepni, S. (2010). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies] (5th. ed.). Trabzon: Celepler Matbaacılık.
  • Delibalta, M. A. (2020). The relationship between mindset and causal attribution in the EFL context. Master's Thesis, Çağ Üniversitesi, Graduate School of Social Sciences, Mersin.
  • Dorak, F. (2011). Self-esteem and body image of Turkish adolescent girls. Behavior and personality, 39(4), 553-562.
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
  • Dweck, C. S. (2006). Aklını en doğru şekilde kullan [Use your mind in the best way], (Trans: U. Kaya), İstanbul: Yakamoz Yayıncılık.
  • Dweck, C. S. (2015). Growth. British Journal of Educational Psychology, 85(2), 242-245.
  • Eldeleklioğlu, J. (2004). Çocuklarda özgüven gelişimi [Self-confidence development in children]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 24(2), 111-121.
  • Gökçek, T. (2008). 6. sınıf matematik öğretmenlerinin yeni ilköğretim programına uyum sürecinin incelenmesi [Examination of sixth grade mathematics teachers? adaption process to new elementary curriculum]. Doktora Tezi, Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Trabzon.
  • Grene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11, 255–274.
  • Güloğlu, B. (1999). The effect of a self-esteem enrichment program on the self-esteem level of elementary school students. Master’s Thesis, The Graduate School of Social Sciences of the Middle East Technical University, Ankara.
  • Hong, Y. Y., Chiu, C. Y., Dweck, C. S., Lin, D. M. S., & Wan, W. (1999). Implicit theories, attributions, and coping: a meaning system approach. Journal of Personality and Social Psychology, 77(3), 588-599.
  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed method research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26.
  • Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistical techniques]. (5th. ed). Ankara: Asil Yayın Dağıtım Ltd. Şti.
  • Karacan-Özdemir, N. (2016). An Experimental Study: The Impact of Bibliocounseling on Self-esteem of Sixth Grade Students. Elementary Education Online, 15(1), 132-147.
  • Keenan, M. (2018). The impact of growth mindset on student self-efficacy. Degree of Master of Education, Goucher College, Baltimore, Maryland.
  • King, R. B. (2019). Mindsets are contagious: The social contagion of implicit theories of intelligence among classmates. British Journal of Educational Psychology, 90(2), 349-363.
  • Masters, G. N. (2013). Towards a growth mindset in assessment. ACER Occasional Essays-October 2013. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage Publications.
  • Miles, M., Huberman, M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. European Journal of Science Education. Los Angeles: Sage Puplication, Thousand Oaks.
  • Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75, 33-52.
  • O’Brien, K., & Lomas, T. (2017). Developing a Growth Mindset through outdoor personal development: can an intervention underpinned by psychology increase the impact of an outdoor learning course for young people? Journal of Adventure Education and Outdoor Learning, 17(2), 133-147.
  • Orosz, G., Péter-Szarka, S., Bőthe, B., Tóth-Király, I., & Berger, R. (2017). How not to do a mindset intervention: Learning from a mindset intervention among students with good grades. Frontiers in psychology, 8, 311-322.
  • Pueschel, A., & Tucker, M. L. (2018). Achieving grit through the growth mindset. Journal of Instructional Pedagogies, 20, 1-10.
  • Seals, C. (2018). Teacher beliefs: Effects of a teacher based mindset intervention on math student motivation and achievement. Ph. D. Dissertation, Michigan State University, USA.
  • Sezer, S. (2001). Özsaygı düzeyini geliştirme programının ilköğretim 6 ve 7. sınıf öğrencilerinin özsaygı düzeylerine etkisi [Effects of the program to develop the level of self-esteem to the self-esteem levels of the 6 and 7. grade students]. Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (Complete samples). Biometrika, 52(3/4), 591-611.
  • Sheffler, P. C., & Cheung, C. S. (2020). The role of peer mindsets in students’ learning: An experimental study. British Journal of Educational Psychology, 90, 17-34.
  • Suri, H., & Clarke, D. (2009). Advancements in research synthesis methods: From a methodologically inclusive perspective. Review of Educational Research, 79(1), 395-430.
  • Stec, G. (2015). Encouraging mastery in the classroom: The effect of goal orientation on academic performance. Degree of Master of Education, Goucher College, Baltimore, Maryland.
  • Truax, M. L. (2017). The impact of teacher language and growth mindset feedback on writing motivation. Literacy Research and Instruction, 57(2), 135-157.
  • Çakmak, A., Şahin, H., & Akıncı-Demirbaş, E. (2017). The analysıs of relationship between test anxiety and self-esteem in the case of 7th and 8th grade students. Kafkas Üniversitesi, e–Kafkas Eğitim Araştırmaları Dergisi, 4(2), 1-9.
  • Vealey, R. S., Chase, M. A., & Cooley, R. (2017). Developing self-confidence in young athletes. In Sport Psychology for Young Athletes. Edited by C. J. Knight, C. J., Harwood, C. G., & Gould, D. 121-132. London: Taylor & Francis.
  • Walters, S. (2014). Growth mindsets: A literature review. Temescal Associates. Retrieved from http://www.temescalassoc.com/db/el/files/2015/02/Growth-Mindsets-Lit-Review.pdf, on 15.05.2020.
  • Yalın, C. (2014). Mindset, future and the family: interactions between context and belief in change in predicting self-efficacy and goal orientations. Doctoral Dissertation, Graduate School of Social Sciences, Koç University, İstanbul.

7. Sınıf Fen Bilimleri Dersinde Gelişim Öz-teorisine Göre Tasarlanan Etkinliklerin Öğrencilerin Özgüvenlerine ve Gelişime Açık Düşünce Tarzlarıyla İlgili Görüşlerine Etkisi

Yıl 2022, Cilt: 11 Sayı: 1, 73 - 92, 20.02.2022
https://doi.org/10.14686/buefad.908084

Öz

Bu araştırmanın amacı, 7. sınıf fen bilimleri dersi hücre ve bölünmeler ünitesine yönelik olarak Gelişim Öz-teorisi doğrultusunda hazırlanan etkinliklerin, öğrencilerin özgüvenlerine ve gelişime açık düşünce tarzı ile ilgili görüşlerine olan etkisini belirlemektir. Araştırma, Kastamonu il merkezindeki bir devlet ortaokulunda biri deney (N=27), diğeri ise kontrol grubu (N=27) olarak rastgele belirlenen iki şubede öğrenim gören 54 yedinci sınıf öğrencisiyle yapılmıştır. Hücre ve bölünmeler ünitesi kontrol grubundaki öğrencilere 2018 Fen Bilimleri Dersi Öğretim Programına göre anlatılırken, deney grubundaki öğrencilere ise mevcut öğretim programına ilaveten gelişim öz-teorisi doğrultusunda hazırlanan etkinliklerle desteklenerek anlatılmıştır. Karma araştırma yaklaşımı temelinde yürütülen araştırmada, ön-test son-test kontrol gruplu yarı deneysel desen kullanılmıştır. Nicel veriler özgüven ölçeği, nitel veriler ise geri dönüt formları aracılığı ile toplanmıştır. Toplanan verilerin analizi ile ulaşılan bulgular ışığında, uygulama öncesinde öğrencilerin özgüvenleri bakımından deney ve kontrol grupları arasında anlamlı bir fark yok iken, uygulama sonrasında deney grubu lehine anlamlı bir fark oluştuğu tespit edilmiştir. Ayrıca, elde edilen bu sonuçları, öğrencilere her hafta uygulanan geri dönüt formlarından elde edilen nitel sonuçlar da desteklemektedir. Geri dönüt formları ile elde edilen veriler doğrultusunda ulaşılan bulgulara göre öğrencilerin gelişime açık düşünce tarzı ile ilişkili olan zekânın geliştirilebilirliği (%92,59), hataların öğreticiliği (%95,83), başarısızlık durumunda yardım alma (%100) ve başarısızlıkla mücadele etme (%100) gibi konularda gelişim gösterdikleri tespit edilmiştir. Gelişim öz-teorisine göre tasarlanan öğretimin, öğrencilerin sadece gelişime açık düşünce tarzı ile ilgili görüşlerine değil aynı zamanda özgüven düzeylerine de olumlu yönde etki ettiği tespit edilmiştir.

Kaynakça

  • Aditomo, A. (2015). Students’ response to academic setback:" growth mindset" as a buffer against demotivation. International Journal of Educational Psychology, 4(2), 198-222.
  • Akagündüz, N. (2006). İnsan yaşamında özgüven kavramı [self-confidence concept in human life]. İstanbul: Ümraniye Rehberlik ve Araştırma Merkezi Müdürlüğü Yayınları, No: 1.
  • Akın, A. (2007). Öz-güven ölçeği'nin geliştirilmesi ve psikometrik özellikleri [The development and psychometric characteristics of the self-confidence scale]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 167-176.
  • Aksaray, S. (2003). Ergenlerde benlik saygısı geliştirmede beceri eğitimi ve aktivite merkezli programların etkisi [The Effects of skills training and activity oriented programs on adolescence self enhancement]. Doktora Tezi, Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Adana.
  • Altunel, İ. (2019). An investigation into the relationship between mindset and foreign language anxiety. Master's Thesis, Hacettepe University, Institute of Education Sciences, Ankara.
  • Aral, T. (2019). Effectiveness of a positive youth development intervention for early adolescents with high socioeconomic status in private schools. Master’s Thesis, Koç University Graduate School of Social Sciences and Humanities, İstanbul.
  • Baki, A., & Gökçek, T. (2012). Karma yöntem araştırmalarına genel bir bakış [A general overview of mixed method researches]. Elektronik Sosyal Bilimler Dergisi, 11(42), 1-21.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
  • Bilgin, Ş. (2001). Ergenlerde kaygı ile benlik saygısı arasındaki ilişki [The relationship between anxiety and self-esteem in adolescents]. Yüksek Lisans Tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Bilir, P. (2017). Basic psychological needs in relationships with parents and teachers: links to academic motivation, self-efficacy, and performance in mathematics. Master’s Thesis, Özyeğin University Graduate School of Social Sciences, İstanbul.
  • 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, 78(1), 246-263.
  • Christakis, N. A., & Fowler, J. H. (2013). Social contagion theory: Examining dynamic social networks and human behavior. Statistics in Medicine, 32, 556–577.
  • Cimpian, A., Arce, H. M. C., Markman, E. M., & Dweck, C. S. (2007). Subtle linguistic cues affect children’s motivation. Psychological Science, 18(4), 314–316.
  • Costa, A., & Faria, L. (2018). Implicit theories of intelligence and academic achievement: A meta-analytic review. Frontiers in Psychology, 9, 1-16.
  • Creswell, J. W., & Clark, P. V. L. (2007). Understanding mixed methods research, (Chapter 1). In designing and conducting mixed methods research (2nd. ed.). Los Angeles.
  • Çankaya, Ö. (1997). The relationships among test anxiety, self-esteem and academic achievement in eleventh grade students. Master’s Thesis, The Graduate School of Social Sciences of the Middle East Technical University, Ankara.
  • Çepni, S. (2010). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies] (5th. ed.). Trabzon: Celepler Matbaacılık.
  • Delibalta, M. A. (2020). The relationship between mindset and causal attribution in the EFL context. Master's Thesis, Çağ Üniversitesi, Graduate School of Social Sciences, Mersin.
  • Dorak, F. (2011). Self-esteem and body image of Turkish adolescent girls. Behavior and personality, 39(4), 553-562.
  • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
  • Dweck, C. S. (2006). Aklını en doğru şekilde kullan [Use your mind in the best way], (Trans: U. Kaya), İstanbul: Yakamoz Yayıncılık.
  • Dweck, C. S. (2015). Growth. British Journal of Educational Psychology, 85(2), 242-245.
  • Eldeleklioğlu, J. (2004). Çocuklarda özgüven gelişimi [Self-confidence development in children]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 24(2), 111-121.
  • Gökçek, T. (2008). 6. sınıf matematik öğretmenlerinin yeni ilköğretim programına uyum sürecinin incelenmesi [Examination of sixth grade mathematics teachers? adaption process to new elementary curriculum]. Doktora Tezi, Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Trabzon.
  • Grene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11, 255–274.
  • Güloğlu, B. (1999). The effect of a self-esteem enrichment program on the self-esteem level of elementary school students. Master’s Thesis, The Graduate School of Social Sciences of the Middle East Technical University, Ankara.
  • Hong, Y. Y., Chiu, C. Y., Dweck, C. S., Lin, D. M. S., & Wan, W. (1999). Implicit theories, attributions, and coping: a meaning system approach. Journal of Personality and Social Psychology, 77(3), 588-599.
  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed method research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26.
  • Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistical techniques]. (5th. ed). Ankara: Asil Yayın Dağıtım Ltd. Şti.
  • Karacan-Özdemir, N. (2016). An Experimental Study: The Impact of Bibliocounseling on Self-esteem of Sixth Grade Students. Elementary Education Online, 15(1), 132-147.
  • Keenan, M. (2018). The impact of growth mindset on student self-efficacy. Degree of Master of Education, Goucher College, Baltimore, Maryland.
  • King, R. B. (2019). Mindsets are contagious: The social contagion of implicit theories of intelligence among classmates. British Journal of Educational Psychology, 90(2), 349-363.
  • Masters, G. N. (2013). Towards a growth mindset in assessment. ACER Occasional Essays-October 2013. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage Publications.
  • Miles, M., Huberman, M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. European Journal of Science Education. Los Angeles: Sage Puplication, Thousand Oaks.
  • Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75, 33-52.
  • O’Brien, K., & Lomas, T. (2017). Developing a Growth Mindset through outdoor personal development: can an intervention underpinned by psychology increase the impact of an outdoor learning course for young people? Journal of Adventure Education and Outdoor Learning, 17(2), 133-147.
  • Orosz, G., Péter-Szarka, S., Bőthe, B., Tóth-Király, I., & Berger, R. (2017). How not to do a mindset intervention: Learning from a mindset intervention among students with good grades. Frontiers in psychology, 8, 311-322.
  • Pueschel, A., & Tucker, M. L. (2018). Achieving grit through the growth mindset. Journal of Instructional Pedagogies, 20, 1-10.
  • Seals, C. (2018). Teacher beliefs: Effects of a teacher based mindset intervention on math student motivation and achievement. Ph. D. Dissertation, Michigan State University, USA.
  • Sezer, S. (2001). Özsaygı düzeyini geliştirme programının ilköğretim 6 ve 7. sınıf öğrencilerinin özsaygı düzeylerine etkisi [Effects of the program to develop the level of self-esteem to the self-esteem levels of the 6 and 7. grade students]. Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (Complete samples). Biometrika, 52(3/4), 591-611.
  • Sheffler, P. C., & Cheung, C. S. (2020). The role of peer mindsets in students’ learning: An experimental study. British Journal of Educational Psychology, 90, 17-34.
  • Suri, H., & Clarke, D. (2009). Advancements in research synthesis methods: From a methodologically inclusive perspective. Review of Educational Research, 79(1), 395-430.
  • Stec, G. (2015). Encouraging mastery in the classroom: The effect of goal orientation on academic performance. Degree of Master of Education, Goucher College, Baltimore, Maryland.
  • Truax, M. L. (2017). The impact of teacher language and growth mindset feedback on writing motivation. Literacy Research and Instruction, 57(2), 135-157.
  • Çakmak, A., Şahin, H., & Akıncı-Demirbaş, E. (2017). The analysıs of relationship between test anxiety and self-esteem in the case of 7th and 8th grade students. Kafkas Üniversitesi, e–Kafkas Eğitim Araştırmaları Dergisi, 4(2), 1-9.
  • Vealey, R. S., Chase, M. A., & Cooley, R. (2017). Developing self-confidence in young athletes. In Sport Psychology for Young Athletes. Edited by C. J. Knight, C. J., Harwood, C. G., & Gould, D. 121-132. London: Taylor & Francis.
  • Walters, S. (2014). Growth mindsets: A literature review. Temescal Associates. Retrieved from http://www.temescalassoc.com/db/el/files/2015/02/Growth-Mindsets-Lit-Review.pdf, on 15.05.2020.
  • Yalın, C. (2014). Mindset, future and the family: interactions between context and belief in change in predicting self-efficacy and goal orientations. Doctoral Dissertation, Graduate School of Social Sciences, Koç University, İstanbul.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Sema Orhan 0000-0002-4554-1439

Abdullah Aydın 0000-0003-2805-9314

Yayımlanma Tarihi 20 Şubat 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 11 Sayı: 1

Kaynak Göster

APA Orhan, S., & Aydın, A. (2022). The Effect of Activities Designed According to the Incremental Self-theory on 7th Grade Students’ Self-confidence and Their Views about Their Growth Mindset in Science Lesson. Bartın University Journal of Faculty of Education, 11(1), 73-92. https://doi.org/10.14686/buefad.908084
All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License
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