A Cross-national Study of Student Teachers' Views about Intelligence: Similarities and Differences in England and Turkey

A cross-national descriptive research method was used to explore Turkish and English student teachers' views about intelligence, and the factors which shape them. The "Adult Version of The Implicit Theory of Intelligence Scale" [1], and the Turkish version of this scale [2] were used...

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Bibliographic Details
Published in:Universal journal of educational research (Print) 2017-03, Vol.5 (3), p.510-516
Main Authors: Ilhan-Beyaztas, Dilek, Dawson, Elizabeth
Format: Article
Language:English
Subjects:
Beliefs
Comparative Analysis
Comparative Education
Cultural Differences
Family Characteristics
Foreign Countries
Gender Differences
Intelligence
Qualitative Research
Semi Structured Interviews
Statistical Analysis
Student Teachers
Theory of Mind
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Summary:A cross-national descriptive research method was used to explore Turkish and English student teachers' views about intelligence, and the factors which shape them. The "Adult Version of The Implicit Theory of Intelligence Scale" [1], and the Turkish version of this scale [2] were used to investigate the views of 114 English and 201 Turkish students of Primary Education. A semi-structured interview was also used with a sub-group of the students. The findings reveal that the Turkish students, on average, scored more highly in relation to entity intelligence theory than in relation to incremental intelligence theory, and the English students, on average, scored more highly in relation to incremental intelligence theory than to entity intelligence theory. In addition, when comparing the average scores in relation to incremental intelligence theory, the scores of the English students are significantly higher than those of the Turkish students.
ISSN:2332-3205
2332-3213
DOI:10.13189/ujer.2017.050324