An analysis of Turkish students’ perception of intelligence from primary school to university

The aim of this descriptive study was to determine the features of intelligence perceptions according to age, gender, class level, school success level and university departments. Two different scales by Dweck (2000) for both adults and children were translated into Turkish. These scales were then a...

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Bibliographic Details
Published in:Gifted education international 2018-01, Vol.34 (1), p.19-35
Main Authors: Beyaztaş, Dilek İlhan, Hymer, Barry
Format: Article
Language:English
Subjects:
Academic Achievement
Age Differences
College Students
Departments
Elementary School Students
Foreign Countries
Gender
Gender Differences
Intelligence
Likert Scales
Measures (Individuals)
Multivariate Analysis
Scores
Secondary School Students
Statistical Analysis
Student Attitudes
Students
Terminology
Theories
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Summary:The aim of this descriptive study was to determine the features of intelligence perceptions according to age, gender, class level, school success level and university departments. Two different scales by Dweck (2000) for both adults and children were translated into Turkish. These scales were then applied to 1350 Turkish students ranging from fourth-grade primary school to fourth-year university. Results showed that student scores relating to the perception that intelligence is an unchangeable feature in accordance with age, gender, class level, school success level and university departments were higher than the scores relating to the perception that intelligence is a malleable feature. In the terminology of mindset theory, these students were more likely to reveal evidence of fixed than growth mindsets.
ISSN:0261-4294
2047-9077
2407-9077
DOI:10.1177/0261429416649041