Browsing by Subject "muuttumaton ajattelutapa"

The aim of this study was to examine first grade student’s mindsets about learning and how these mindsets are to be seen in the classroom context. Main research question were: 1. What kind of mindsets related to learning did there emerge? And 2. Was the any differences or connection to the pre tested mindset. This stydy is based on the mindset theory by Dweck (2000), in witch is studied growth mindset and fixed mindset and their affect to person’s behaviour. The theory presumes that growth mindset leads to thinking where human qualities are malleable. Whereas fixed mindset is thought to lead thinking where human qualities and skills are set. In this qualitative case study the aim was to study to student with different mindsets and their behaviour in the classroom. The data of this study included observations, videotaping and stimulated recall interviews. The analyse of the data was done theory based, based on Dweck`s (2000) mindset theory. In the stydy the mindset pre-test is also used. The results suggest that student’s pre tested mindsets influence to the situation and behaviour that is seen in the classroom. In the behaviour of the pre tested student with clearer growth mindset it was seen more growth mindset situations and in the behaviour of with the pre tested fixed mindset sudent, it was seen more situation with fixed mindset interpretation. Student own interpretations from the situations levelled out the difference between students and their mindset behaviour. In both student it was seen both fixed mindset behaviour and growth mindset behaviour. To make more precise conclusions it would need more boarder study and longer observation period and more interviews with the same student.

The framework for this study comes from Carol Dweck’s (2000, 2006) theory of mindsets. Dweck has categorized mindsets between two categories: the growth mindset and the fixed mindset. A person with a fixed mindset believes these qualities are stable whereas a person with a growth mindset believes human qualities such as intelligence, skills and personality are malleable. There have been a lot of studies about mindsets, but most of the research examines the mindsets of adolescents and adults. Instead, there has been less research regarding children’s mindset and effect on them through education. This is a case study from the third grade of primary school. The data of this study was collected as a part of the Copernicus research project led by Kirsi Tirri, based on the growth mindset pedagogy. The data consisted of learning diaries completed by the third grade pupils during the teaching period called “I can learn!”. The aim of this study was to find out what things pupils mention as challenging, what kind of mistakes and failures remain in pupils’ minds. In addition, pupils were asked to describe what strategies they use when facing a challenging learning situation and how “I can learn!” -teaching period influenced earlier strategies described. The analysis was done using an inductive content analysis. The results of this study showed that challenges and mistakes mentioned by the pupils were mainly related to exercise and school subjects. In light of the results, it can be concluded that the teaching period was able to influence pupils’ thinking and attitudes towards challenges and failures. The strategies mentioned by the pupils for challenging situations increased and positive, self-talk began to appear in pupils’ responses at the end of the teaching period. We can identify increase in pupils’ growth mindset thinking as a result of I can learn! -teaching period.

The aim of this study is to examine parents’ learning-related mindsets and parental praise in two different neighbourhoods. The framework for this study comes from Carol Dweck’s (1999, 2006) mindset theory which proposes that people hold different implicit beliefs about the malleability of human attributes, such as intelligence and giftedness. The characteristic of human nature is the capability to change and grow. A person with a growth mindset believes that qualities are malleable and can be developed over time, but having a fixed mindset, core qualities are perceived as built in and fixed by nature. This research context centres around the findings of increased social segregation and differentiation in education across families, and hence concern about educational equality. Mindsets develop in the environment where people grow up, most notably at school and home. Previous research has established that parents’ implicit beliefs about learning play an essential role in child’s development, and parental praise is a significant vehicle to support the implicit beliefs of children and improve learning. The data of this quantitative case study (N = 693) was collected with a questionnaire during the years 2016–2017 as part of a Copernicus research project. K-means clustering was used to form intelligence and giftedness mindset groups and differences between groups were analysed using Mann-Whitney U and Kruskal-Wallis -tests. Based on exploratory factor analysis, the different ways of parental praise were compared with Mann-Whitney U tests and linear regression analysis was utilized to identify how given feedback is related to parents’ mindsets. Cronbach alpha was used to evaluate the internal reliability of the sums of variables. The results indicated that there were significant differences between the mindsets that caregivers hold and groups of fixed, growth and mixed mindset were found. Intelligence is perceived as a more malleable trait than giftedness among parents. This study also revealed gender and socioeconomic differences in mindsets. Four ways of parental praise were discovered: neutral, process, person and luck praise. The parents were more likely to adopt neutral and process praise, but differences between schools were also found. Parents’ growth mindset indicates at least partially given process praise and luck praise is explained by fixed mindset. Findings suggest that parents might not know how to actualize their growth mindset in process-focused praise.