Year: 2023
Type: article
Abstract: This research is concerned with the meanings attributed to the nature of personal characteristics such as intelligence. These meaning systems were examined by using observation, interview and academic diary data for 15 weeks on a study group of 5 students and an attempt was made to reveal a portrait of 6th grade middle school students' implicit beliefs about intelligence. In this process, which was conducted as a qualitative case study, a single case-holistic design was used. The research data were analyzed with the content analysis approach in MAXQUDA Analytics Pro 2022 package program. The findings showed that students accepted intelligence as a very limited concept and that this understanding was related to implicit beliefs about intelligence. It was concluded that being fixed mindset-oriented does not depend on the belief that intelligence is a natural ability, but as the implicit theory predicts, mindsets play a role in the efficiency of students' learning lives (motivational orientations, persistence behavior, etc.). The results are discussed in the context of the mediating role of these ways of thinking on the structural features and outcomes of learning. Suggestions were made for expanding the scope of research to understand the ages at which implicit beliefs about intelligence are formed, their origins, how they develop and their relationship with personality traits.
Source: DergiPark (Istanbul University)
Author: Güngör, İbrahim Can
Institution: Kastamonu University
Language: Turkish
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W4391378050