Vloga prepričanj o umskih sposobnostih v šolskem okolju

miselna naravnanost v povezavi z učnim uspehom, učno nadarjenostjo, s samoregulacijo učenja in z učno samopodobo

Katja Polh Budja (Author), Katja Košir (Mentor)

Abstract

Namen magistrskega dela je raziskati vlogo prepričanj o umskih sposobnostih v šolskem okolju. V raziskavi smo preverjali miselno naravnanost o umskih sposobnostih kot dejavnik učne uspešnosti, nadarjenosti, učne samoregulacije in učne samopodobe. Miselna naravnanost zajema prepričanja, ki jih imajo posamezniki o svojih najbolj osnovnih lastnostih in sposobnostih. Posamezniki s fiksno miselno naravnanostjo so prepričani, da so njihove sposobnosti nespremenljive, posamezniki z miselno naravnanostjo k rasti pa menijo, da se njihove sposobnosti z učenjem in s trudom lahko spremenijo. Z našo raziskavo smo želeli ugotoviti, ali imajo učenci z višjo stopnjo miselne naravnanosti k rasti boljši učni uspeh, višjo učno samopodobo in višjo stopnjo relativne avtonomije pri samoregulaciji učenja v primerjavi z učenci, ki so v večji meri fiksno miselno naravnani. V študiji je sodelovalo 232 učencev osmega oziroma devetega razreda osnovne šole, v starostnem razponu od 13 do 17 let. Udeleženci so izpolnili vprašalnik, sestavljen iz treh lestvic; Vprašalnik učne samoregulacije (SRQ-A), Vprašalnik učne samopodobe (SDQ-II) in Vprašalnik miselne naravnanosti (revidirana mera). Uporabili smo še mero učne uspešnosti (izračunano na podlagi povprečja zaključnih ocen pri treh šolskih predmetih iz preteklega šolskega leta) in podatek o statusu nadarjenosti. Rezultati so pokazali, da imajo učenci z višjo stopnjo miselne naravnanosti k rasti boljši učni uspeh, višjo učno samopodobo in višjo stopnjo relativne avtonomije pri samoregulaciji učenja v primerjavi z učenci, ki so v večji meri fiksno miselno naravnani. Ugotovili smo tudi, da so nadarjeni učenci v večji meri miselno naravnani k rasti v primerjavi z učenci, ki niso identificirani kot nadarjeni. V nasprotju z našo predpostavko se je pokazalo, da miselna naravnanost nima prirastne napovedne vrednosti za učno uspešnost ob učni samopodobi in učni samoregulaciji. Ugotovitve kažejo na pomembnost raziskovanja miselne naravnanosti in odkrivanja številnih področij, kjer se posameznikova miselna naravnanost odraža.

Keywords

magistrska dela;miselna naravnanost;učna uspešnost;učna samoregulacija;učna samopodoba;nadarjenost;

Data

Language:	Slovenian
Year of publishing:	2017
Typology:	2.09 - Master's Thesis
Organization:	UM FF - Faculty of Arts
Publisher:	[K. Polh Budja]
UDC:	159.923.38-057.874(043.2)
COBISS:	23575304
Views:	1697
Downloads:	446
Average score:	0 (0 votes)
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Other data

Secondary language:	English
Secondary title:	The role of beliefs about mental abilities in the school environment: A mindset in relation to academic achievement, academic giftedness, self-regulation of learning and academic self-concept
Secondary abstract:	The purpose of the following master's thesis was to explore the role of beliefs about mental abilities in the school environment. Through our research, we examined how the mindset regarding mental abilities affects academic achievement, giftedness, academic self-regulation and academic self-concept. The mindset comprises the individual's beliefs about his or her most fundamental characteristics and abilities. Individuals with a fixed mindset believe their abilities are unalterable while individuals with a growth mindset believe their abilities can be altered through learning and effort. Our research aimed to establish whether pupils with a higher growth mindset level have better academic achievements, higher academic self-concept, and a higher level of relative autonomy at academic self-regulation than pupils who are mainly fixed mindset oriented. The study included 232 primary school pupils from 8th and 9th grade, aged between 13 and 17. The participants completed a questionnaire which consisted of three scales; the Academic Self-Regulation Questionnaire (SQR-A), the Academic Self-Description Questionnaire (SDQ-II) and the Implicit Theories of Intelligence Scale (revised measure). In addition to these questionnaires, we also used an academic achievement measure (calculated by averaging the final marks for three subjects in the past school year) and the giftedness status information. Our results have shown that pupils with a higher growth mindset level have better academic achievements, higher academic self-concept, and a higher level of relative autonomy at academic self-regulation than pupils who are mainly fixed mindset oriented. Furthermore, we have established that gifted pupils are more growth mindset oriented than pupils that have not been identified as gifted. Contrary to our hypothesis, it was revealed that the mindset does not have an incremental predictive value for academic achievement alongside academic self-concept and academic self-regulation. The findings indicate the importance of exploring mindsets and discovering numerous areas where an individual's mindset is reflected.
Secondary keywords:	master theses;mindset;academic achievement;academic self-regulation;academic self-concept;giftedness;
URN:	URN:SI:UM:
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univ. v Mariboru, Filozofska fak., Oddelek za psihologijo
Pages:	II, 72 f.
ID:	10881489