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Gelişim Odaklı Zihniyet İnançları Ölçeği Geliştirme Çalışması ve Psikometrik Özellikleri

Yıl 2023, Cilt: 23 Sayı: 1, 98 - 117, 25.03.2023

Bayram Erden Sevilay Yıldız

https://doi.org/10.17240/aibuefd.2023..-1162857
Cited By: 1

Öz

Bu çalışmanın amacı Dweck (1986, 1999, 2006) ve öğrencileri (Blackwell vd. 2007; Paunesku vd., 2015; Yeager & Dweck, 2012) tarafından teorileştirilen gelişim odaklı zihniyet inançları konusuna ilişkin, ortaokul öğrencileri üzerinde psikometrik özellikleri araştırılmış bir ölçek geliştirmektir. Ölçek verileri; 2020-2021 eğitim öğretim yılında Türkiye’nin Batı Karadeniz Bölümü’nde bulunan bir ilin dört farklı ortaokulunda öğrenim gören toplam 1213 öğrenciden elde edilmiştir. Açımlayıcı faktör analizi sürecinde (AFA) 556, doğrulayıcı faktör analizi (DFA) sürecinde 657 katılımcı ortaokul öğrencisi yer almıştır. AFA ön analizlerine göre KMO değerinin .848 ve Bartlett küresellik testinin ise .01 düzeyinde anlamlı olduğu görülmüştür (χ2=1649,016, df= 45, p=.00). Açımlayıcı faktör analizi sonuçlarına göre ortaya çıkan iki faktörlü yapı toplam varyansın %55,233’ünü açıklayabilmiştir. Analizler sonucunda sabit ve gelişim zihniyeti kavramlarıyla etiketlenen 9 maddelik iki faktörlü yapı DFA çalışmaları sonucunda doğrulanmıştır. DFA’ya ilişkin uyum iyiliği indeksleri incelendiğinde iki faktörlü 9 maddelik ölçek modelinin PCMIN/DF (=2,452), GFI (=.979), RMSEA (=.047), CFI (=.984), NFI (=.974), IFI (=.984) ile mükemmel; RMR (=.058) ile de iyi bir uyuma sahip olduğu saptanmıştır. Başka bir ifadeyle AFA ile ortaya konulan iki faktörlü hipotez modeli DFA ile doğrulanmıştır. Ölçeğin tamamı için Cronbach alpha güvenirlik katsayısı .85; birinci alt boyut (gelişim zihniyeti) için .85, ikinci alt boyut (sabit zihniyet) için ise .81 olarak hesaplanmıştır. Mevcut bulgular ışığında psikometrik özellikleri incelenmiş, sabit zihniyet ve gelişim zihniyeti olarak isimlendirilen, 9 maddelik 6’lı likert formu olan “Gelişim Odaklı Zihniyet İnançları Ölçeği”nin ortaokul öğrencilerinin “örtük zihniyet inançları”nı ölçebilecek geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.

Anahtar Kelimeler

Gelişim Odaklı Zihniyet Teorisi Sabit Zihniyet Gelişim Zihniyeti Ölçek Geliştirme.

Kaynakça

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  • Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on african american college students by shaping theories of ıntelligence. Journal of Experimental Social Psychology, 38(2), 113–125. Doi:10.1006/jesp.2001.1491
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Growth Mindset Beliefs Scale Development Study and Psychometric Properties

Yıl 2023, Cilt: 23 Sayı: 1, 98 - 117, 25.03.2023

Bayram Erden Sevilay Yıldız

https://doi.org/10.17240/aibuefd.2023..-1162857
Cited By: 1

Öz

The aim of this study is to develop a scale with psychometric properties on secondary school students on the subject of developmental mindset beliefs theorized by Dweck (1986, 1999, 2006) and his students (Blackwell et al. 2007; Paunesku et al., 2015; Yeager & Dweck, 2012). Scale data; It was obtained from a total of 1213 students studying in four different secondary schools in a province in the Western Black Sea Region of Turkey in the 2020-2021 academic year. There were 556 participants in the exploratory factor analysis (EFA) process and 657 participating secondary school students in the confirmatory factor analysis (CFA). According to the EFA preliminary analysis, the KMO value was found to be .848 and the Bartlett sphericity test to be significant at the .01 level (χ2=1649,016, df= 45, p=.00). The two-factor structure that emerged according to the results of the exploratory factor analysis was able to explain 55.233% of the total variance. As a result of the analyzes, the 9-item two-factor structure labeled with the concepts of fixed and developmental mentality was confirmed as a result of CFA studies. When the goodness-of-fit indices related to CFA are examined, the two-factor 9-item scale model is PCMIN/DF (=2,452), GFI (=.979), RMSEA (=.047), CFI (=.984), NFI (=.974), Excellent with IFI (=.984); It was also found to have good agreement with the RMR (=.058). In other words, the two-factor hypothesis model put forward by EFA was confirmed by CFA. The Cronbach alpha reliability coefficient for the whole scale was .85; .85 for the first sub-dimension (growth mindset) and .81 for the second sub-dimension (fixed mindset). In the light of the present findings, its psychometric properties have been examined, and it can be said that the "Development-Oriented Mindset Beliefs Scale", which is a 9-item 6-point Likert form called fixed mindset and developmental mindset, is a valid and reliable measurement tool that can measure the "implicit mindset beliefs" of secondary school students.

Anahtar Kelimeler

Developmental Mindset Theory Fixed Mindset Growth Mindset Scale Development.

Kaynakça

  • Abramson, L. Y., Seligman, M. E., & Teasdale, J. D. (1978). Learned helplessness in humans: Critique and reformulation. Journal of Abnormal Psychology, 87(1), 49–74. Doi:10.1037/0021-843x.87.1.49
  • Ames, C. ve Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
  • Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on african american college students by shaping theories of ıntelligence. Journal of Experimental Social Psychology, 38(2), 113–125. Doi:10.1006/jesp.2001.1491
  • Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.
  • 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. Doi:10.1111/j.1467-8624.2007.00995.x
  • Burnette, J. L., Knouse, L. E., Vavra, D. T., O’Boyle, E., & Brooks, M. A. (2020). Growth mindsets and psychological distress: A meta-analysis. Clinical Psychology Review, 101816. Doi: 10.1016/j.cpr.2020.101816
  • Büyüköztürk, Ş. (2014). Veri analizi el kitabı. Pegem Akademi.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Cain, K. M., & Dweck, C. S. (1995). The relation between motivational patterns and achievement cognitions through the elementary school years. Merrill-Palmer Quarterly (1982), 25-52.
  • Can, A. (2017). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Pegem Akademi.
  • Canan, S. (2019). Değişen beynim. Tuti Kitap Yayınları.
  • Chen, J. A., & Pajares, F. (2010). Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science. Contemporary Educational Psychology, 35(1), 75–87. Doi:10.1016/j.cedpsych.2009.10.003
  • Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664–8668. Doi:10.1073/pnas.1608207113.
  • Comrey, A. L., & Lee, H. B. (2013). A first course in factor analysis. Psychology press.
  • Constandı, M. (2019). Nöroplastisite (Ş. Taş, Çev.). Pan Yayıncılık.
  • Coyle, D. (2016). Yeteneğin şifresi (O. Çelik, Çev.). Beyaz Yayınları.
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  • Maguire, E. A., Gadian, D. G., Johnsrude, I. S., Good, C. D., Ashburner, J., Frackowiak, R. S. J., & Frith, C. D. (2000). Navigation-related structural change in the hippocampi of taxi drivers. Proceedings of the National Academy of Sciences, 97(8), 4398–4403. Doi:10.1073/pnas.070039597
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Toplam 91 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Bayram Erden 0000-0002-4238-8870

Sevilay Yıldız 0000-0002-8863-2488

Yayımlanma Tarihi 25 Mart 2023
Gönderilme Tarihi 16 Ağustos 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 23 Sayı: 1

Kaynak Göster

APA Erden, B., & Yıldız, S. (2023). Gelişim Odaklı Zihniyet İnançları Ölçeği Geliştirme Çalışması ve Psikometrik Özellikleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 98-117. https://doi.org/10.17240/aibuefd.2023..-1162857

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