Universal Journal of Educational Research Vol. 9(12), pp. 1898 - 1904
DOI: 10.13189/ujer.2021.091202
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Analysis of the Growth Mindset Levels of the Pre-Service Teachers According to Some Variables

Sema Irem Orhan ¹, Abdullah Aydin ^2,*
1 Kastamonu University, Kastamonu, 37150, Turkey
² Department of Mathematics and Science Education, Faculty of Education, Kastamonu University, 37200, Kastamonu, Turkey

ABSTRACT

The aim this study is to investigate the growth mindset levels of the pre-service teachers according to gender, the program they studied and the grade level, and to reveal descriptive inferences in this direction. For this purpose, the research was carried out with 534 pre-service teachers studying in 10 different teaching programs. Data on the current growth mindset levels of the pre-service teachers were obtained with the Mindset Scale (MS). As a result of this study, it was observed that the growth mindset levels of the pre-service teachers did not change statistically according to gender, the program they studied and the grade level. However, when looking at the mean rank, it was determined that female's growth mindset levels were higher than male's. According to the program they were studying, it was seen that the highest growth mindset level was among the pre-service teachers studying in department of art education. According to the grade level, it was determined that the highest growth mindset level was among the pre-service teachers studying in the first grade.

KEYWORDS
Growth Mindset, Pre-Service Teacher, Gender, Teaching Program, Grade Level

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Sema Irem Orhan , Abdullah Aydin , "Analysis of the Growth Mindset Levels of the Pre-Service Teachers According to Some Variables," Universal Journal of Educational Research, Vol. 9, No. 12, pp. 1898 - 1904, 2021. DOI: 10.13189/ujer.2021.091202.

(b). APA Format:
Sema Irem Orhan , Abdullah Aydin (2021). Analysis of the Growth Mindset Levels of the Pre-Service Teachers According to Some Variables. Universal Journal of Educational Research, 9(12), 1898 - 1904. DOI: 10.13189/ujer.2021.091202.