tebd Türk Eğitim Bilimleri Dergisi 2459-1912 Gazi Üniversitesi 10.37217/tebd.1688553 Learning Theories Psychological Foundations of Education Curriculum and Instration (Other) Öğrenme Kuramları Eğitimin Psikolojik Temelleri Eğitim Programları ve Öğretim (Diğer) The Effectiveness of Activities Based on Growth Mindset Theory on Academic Achievement and Affective Skills Gelişim Odaklı Zihniyet Teorisi’ne Dayalı Etkinliklerin Akademik Başarı ve Duyuşsal Beceriler Üzerindeki Etkililiği https://orcid.org/0000-0002-4238-8870 Erden Bayram Abant İzzet Baysal Üniversitesi, Eğitim Fakültesi, 50. Yıl İzzet Baysal Ortaokulu, Bolu, https://orcid.org/0000-0002-8863-2488 Yıldız Sevilay BAİBU 04 29 2026 24 1 949 994 05 01 2025 03 05 2026 Copyright © 2003, Türk Eğitim Bilimleri Dergisi 2003 Türk Eğitim Bilimleri Dergisi

The aim of this study is to examine the effects of activities based on Growth Mindset Theory on the academic achievement (reading skills, mathematics, and science), mindset beliefs, grit, and self-regulation skills of 8th-grade students. The research was conducted using a quasi-experimental pre-test–post-test control group design. The participant group consisted of 98 eighth-grade students attending a public middle school in a province located in the Western Black Sea Region of Turkey. Data were collected using Academic Achievement Tests, the Growth Mindset Beliefs Scale, the Grit Scale, and the Perceived Self-Regulation Scale. Repeated measures analysis of covariance was used for the first research question, and univariate analysis of covariance was used for the second and third research questions. The research findings show that growth mindset activities applied in the experimental group were significantly more effective than those applied in the placebo and control groups in terms of students' academic achievement, mindset beliefs, grit, and self-regulation skills, and this effect was represented by a large effect size. The results obtained are generally in line with the existing national and international literature. However, considering the limited number of experimental studies in Türkiye, particularly those focusing on development-oriented mindset-based practices, it is believed that the findings of this study can offer original and significant contributions to the literature.

Bu araştırmanın amacı, Gelişim Odaklı Zihniyet Teorisi’ne dayalı etkinliklerin 8. sınıf öğrencilerinin akademik başarıları (okuma becerisi, matematik ve fen bilimleri), zihniyet inançları, azim ve öz düzenleme becerileri üzerindeki etkilerini incelemektir. Araştırma, ön test–son test kontrol gruplu yarı deneysel desen kullanılarak yürütülmüştür. Katılımcı grubunu, Türkiye’nin Batı Karadeniz Bölgesi’nde yer alan bir ildeki devlet ortaokulunda öğrenim gören 98 sekizinci sınıf öğrencisi oluşturmaktadır. Veriler; Akademik Başarı Testleri, Gelişim Odaklı Zihniyet İnançları Ölçeği, Azim Ölçeği ve Algılanan Öz Düzenleme Ölçeği aracılığıyla toplanmıştır. Verilerin analizinde, birinci araştırma sorusu için tekrarlı ölçümler için kovaryans analizi, ikinci ve üçüncü araştırma soruları için ise tek değişkenli kovaryans analizleri kullanılmıştır. Araştırma bulguları; deney grubunda uygulanan gelişim odaklı zihniyet etkinliklerinin plasebo ve kontrol gruplarındaki uygulamalara kıyasla öğrencilerin akademik başarıları, zihniyet inançları, azim ve öz düzenleme becerileri üzerinde anlamlı düzeyde daha etkili olduğunu ve bu durumun büyük etki gücüyle temsil edildiğini göstermektedir. Elde edilen sonuçların mevcut ulusal ve uluslararası alanyazınla da genel olarak uyum içerisinde olduğu söylenebilir. Bununla birlikte Türkiye'de özellikle gelişim odaklı zihniyet temelli uygulamalara yönelik deneysel araştırmaların sayıca sınırlı olduğu dikkate alındığında bu çalışmada elde edilen bulguların alanyazına özgün ve anlamlı katkılar sunabileceği düşünülmektedir.

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