Universal Journal of Educational Research Vol. 5(9), pp. 1519 - 1528
DOI: 10.13189/ujer.2017.050909
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The Relationship between Student Teachers' Perception of Intelligence and Their Goal Orientation


Dilek İlhan Beyaztaş 1,*, Suzan Beyza Kaptı 2, Barry Hymer 3
1 Faculty of Education, Erzincan University, Turkey
2 Faculty of Education, Ankara University, Turkey
3 Independent Researcher, England

ABSTRACT

This study examines the views of student teachers in a Turkish university about intelligence (entity theory vs incremental theory) and goal orientation (performance goal orientation vs learning goal orientation) and the relationship between the two. Specifically, it seeks to understand whether there are any differences in participants' perceptions of intelligence and goal orientation across the 4-year (Years 1 to 4) teacher education programmes and across the seven disciplines (majors), and between males and females. The study includes an adaptation of the "Goal Orientation Scale", originally developed by Dweck[1], in order to measure students' goal orientation in Turkey. The study also uses the "Implicit Theory of Intelligence Scale" which was adapted into Turkish by İlhan-Beyaztaş and Hymer[2] in order to identify students' perceptions of intelligence. A group of 1409 student teachers were found to score higher on entity theory and performance goal orientation, as compared to incremental theory and learning goal orientation respectively. There also existed variations across majors, years of learning, and between genders. Positively significant relationships were found between entity theory and performance goal orientation, and between incremental theory and learning goal orientation.

KEYWORDS
Goal Orientation, Perception of Intelligence, Entity Theory, Incremental Theory, Fixed Mindsets, Growth Mindsets

Cite this paper
Dilek İlhan Beyaztaş , Suzan Beyza Kaptı , Barry Hymer . "The Relationship between Student Teachers' Perception of Intelligence and Their Goal Orientation." Universal Journal of Educational Research 5.9 (2017) 1519 - 1528. doi: 10.13189/ujer.2017.050909.