Ortaokul Öğrencilerinin Zekâ Hakkındaki Örtük İnançlarının Portresi: Nitel Bir Bakış

Güngör, İbrahim Can

Ortaokul Öğrencilerinin Zekâ Hakkındaki Örtük İnançlarının Portresi: Nitel Bir Bakış

İbrahim Can Güngör (Kastamonu Üniversitesi, Kastamonu, Türkiye)

Başkent University Journal of Education

3 2

Yıl: 2024 Cilt: 11 Sayı: 1 Sayfa Aralığı: 26 - 48 Metin Dili: Türkçe İndeks Tarihi: 19-03-2024

Ortaokul Öğrencilerinin Zekâ Hakkındaki Örtük İnançlarının Portresi: Nitel Bir Bakış

Öz:

Bu araştırma, zekâ gibi kişisel niteliklerin doğasına atfedilen örtük anlamlarla ilgilidir. Bu anlam sistemleri, 5 öğrenciden oluşan bir çalışma grubu üzerinde gözlem, görüşme ve akademik günlük verilerinden yararlanılarak 15 hafta boyunca titizlikle incelenmiş ve indirgemeci bir yaklaşımla ortaokul 6. sınıf öğrencilerinin zekâya ilişkin örtük inançlarının bir portresi ortaya koyulmaya çalışılmıştır. Nitel durum çalışması olarak yürütülen bu süreçte, bütüncül tek durum deseni kullanılmıştır. Araştırma verileri, MAXQDA Analytics Pro 2024 paket programında içerik analizi yaklaşımı ile analiz edilmiştir. Bulgular, öğrencilerin zekâyı oldukça sınırlı bir kavram olarak kabul ettiklerini ve bu anlayışın zekâya ilişkin örtük inançlarla ilişkili olduğunu göstermiştir. Sabit zihniyet odaklı olmanın zekânın doğal bir yetenek olduğu inancına bağlı olmadığı ancak örtük teorinin öngördüğü gibi zihniyetlerin, öğrencilerin öğrenme yaşamlarının (motivasyonel yönelimler, sebat davranışı vb.) verimliliğinde rol oynadığı sonucuna ulaşılmıştır. Sonuçlar, bu düşünce tarzlarının yapısal özellikleri ve öğrenme üzerindeki aracı rolü bağlamında tartışılmıştır. Zekâya ilişkin örtük inançların hangi yaşlarda oluştuğu, kökenleri, nasıl geliştikleri ve kişilik özellikleriyle ilişkilerinin anlaşılması için araştırma kapsamının genişletilmesine yönelik önerilerde bulunulmuştur.

Anahtar Kelime: Gelişim zihniyeti öğrenme motivasyonu örtük zekâ teorileri sabit zihniyet zihniyetler.

Portrait of Middle School Students' Implicit Beliefs about Intelligence: A Qualitative View

Öz:

This research is concerned with the implicit meanings attributed to the nature of personal traits such as intelligence. These meaning systems were meticulously examined by utilizing observation, interview, and academic diary data for 15 weeks on a study group consisting of five students, and an attempt was made to unveil a portrait of 6th-grade middle school students' implicit beliefs about intelligence with a reductionist approach. 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 via MAXQDA Analytics Pro 2024 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 were discussed in the context of the structural features of these ways of thinking and their mediating role on 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.

Anahtar Kelime: Growth mindset motivation to learn implicit theories of intelligence fixed mindset mindsets.

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık

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APA	Güngör İ (2024). Ortaokul Öğrencilerinin Zekâ Hakkındaki Örtük İnançlarının Portresi: Nitel Bir Bakış. , 26 - 48.
Chicago	Güngör İbrahim Can Ortaokul Öğrencilerinin Zekâ Hakkındaki Örtük İnançlarının Portresi: Nitel Bir Bakış. (2024): 26 - 48.
MLA	Güngör İbrahim Can Ortaokul Öğrencilerinin Zekâ Hakkındaki Örtük İnançlarının Portresi: Nitel Bir Bakış. , 2024, ss.26 - 48.
AMA	Güngör İ Ortaokul Öğrencilerinin Zekâ Hakkındaki Örtük İnançlarının Portresi: Nitel Bir Bakış. . 2024; 26 - 48.
Vancouver	Güngör İ Ortaokul Öğrencilerinin Zekâ Hakkındaki Örtük İnançlarının Portresi: Nitel Bir Bakış. . 2024; 26 - 48.
IEEE	Güngör İ "Ortaokul Öğrencilerinin Zekâ Hakkındaki Örtük İnançlarının Portresi: Nitel Bir Bakış." , ss.26 - 48, 2024.
ISNAD	Güngör, İbrahim Can. "Ortaokul Öğrencilerinin Zekâ Hakkındaki Örtük İnançlarının Portresi: Nitel Bir Bakış". (2024), 26-48.

APA	Güngör İ (2024). Ortaokul Öğrencilerinin Zekâ Hakkındaki Örtük İnançlarının Portresi: Nitel Bir Bakış. Başkent University Journal of Education, 11(1), 26 - 48.
Chicago	Güngör İbrahim Can Ortaokul Öğrencilerinin Zekâ Hakkındaki Örtük İnançlarının Portresi: Nitel Bir Bakış. Başkent University Journal of Education 11, no.1 (2024): 26 - 48.
MLA	Güngör İbrahim Can Ortaokul Öğrencilerinin Zekâ Hakkındaki Örtük İnançlarının Portresi: Nitel Bir Bakış. Başkent University Journal of Education, vol.11, no.1, 2024, ss.26 - 48.
AMA	Güngör İ Ortaokul Öğrencilerinin Zekâ Hakkındaki Örtük İnançlarının Portresi: Nitel Bir Bakış. Başkent University Journal of Education. 2024; 11(1): 26 - 48.
Vancouver	Güngör İ Ortaokul Öğrencilerinin Zekâ Hakkındaki Örtük İnançlarının Portresi: Nitel Bir Bakış. Başkent University Journal of Education. 2024; 11(1): 26 - 48.
IEEE	Güngör İ "Ortaokul Öğrencilerinin Zekâ Hakkındaki Örtük İnançlarının Portresi: Nitel Bir Bakış." Başkent University Journal of Education, 11, ss.26 - 48, 2024.
ISNAD	Güngör, İbrahim Can. "Ortaokul Öğrencilerinin Zekâ Hakkındaki Örtük İnançlarının Portresi: Nitel Bir Bakış". Başkent University Journal of Education 11/1 (2024), 26-48.