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Browsing by Subject "muuttumattomuuden ajattelutapa"

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  • Tavoiteorientaatioryhmien erot muuttumattomuuden ja kasvun ajattelutavoissa kuudesluokkalaisilla oppilailla 
    Lehtinen, Suvi (2021)
    The aim of this study was to examine what kinds of achievement goal orientation profiles can be identified among sixth grade students and how students with different kinds of motivational profiles differ with growth and fixed mindset. In addition, the aim was to find out whether girls and boys differed in achievement goal orientations, mindsets and placement in achievement goal orientation groups. This study adopted a person-centred approach, which enables the investigation of multiple goals simultaneously. It’s important to identify and support students who are motivated in different ways. The study hypothesized that students with different motivational profiles may also favor different ways to think related to learning and intelligence. Previous studies have shown that teaching of the growth mindset in schools can be seen as a pedagogical approach that is belivieved to have an impact on students motivation and school performance. The data used in this study was part of Mind the Gap research project. The participants (N = 761) were sixth grade students from 32 schools in Helsinki. Participants were divided into groups by using K-means cluster analysis. Group differences in mindsets and gender differences in mindsets and achievement goal orientations were examined by one way analysis of variance (ANOVA). Placement in achievement goal orientation groups were examined with Chi square-test. Four different achievement goal orientation profiles were identified and the groups were labelled as performance-oriented, mastery-oriented, indifferent and avoidance-oriented. The most students favour growth mindset more than fixed mindset. Some small differences between groups could be identified in mindsets. Performance-oriented group prefer more fixed mindsets and mastery-oriented was emphasized more growth mindset. Avoidance-oriented prefer less growth mindset than other groups. Small differences in achievement goal orientations were found between girls and boys, but no differences were found in mindsets. There were more girls than boys in mastery-oriented group. Otherwise girls and boys were evenly placed in achievement goal orientation groups. Based on the results, it can be assumed, that mindsets are related to motivational differences. Favoring a growth mindset in teaching could have beneficial effect on motivation and learning.
  • Varmaa tietoa ja muuttumatonta älykkyyttä : tieto- ja oppimiskäsitysten sekä muuttumattomuuden ajattelutavan yhteydet yliopisto-opiskelijoilla 
    Niinikivi, Vili (2016)
    Aims. The aim of this research was to find out whether there is an association between mindset (growth or fixed) and epistemologies amongst students in Helsinki University and Aalto University. In addition, the aim was to find if there is a difference between different student groups and also between different majors. It was hypothesized based on past research that there would be an association between mindset and epistemologies. Methodology. This research was conducted as a part of a larger RYM Oy Indoor Environment (IE) research. The data was gathered from students from five different majors in Helsinki University and Aalto University via a questionnaire. This research utilized two parts of the research: Epistemic beliefs (collaborative knowledge building, reflective learning, valuing metacognition, certain knowledge and practical value) from MED NORD -questionnaire (Lonka & al. 2008) and fixed mindset. Results and conclusions. Based on this research there was an association between reported epistemic beliefs and fixed mindset. Fixed mindset was positively associated with valuing metacognition, certain knowledge and practical value. On the other hand, collaborative knowledge building, reflective learning and valuing metacognition were negatively associated with fixed mindset. In this research the participants where categorized to three different groups based on their epistemologies: collaborative knowledge creators, fact-oriented practitioners and individualistic knowledge acquires. It was observed that teacher students and collaborative knowledge builders reported lower fixed mindset than other groups or students with other majors. In general, students reported very low fixed mindset. The fixed mindset questionnaire needs further development because of the bias of the results.

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