The Effect of Activities Designed According to the Incremental Self-theory on Students’ Self-confidence and Their Views About Their Growth Mindset in 7th Grade Science Lesson

Abstract

The aim of this study was to determine the effect of the activities prepared in line with the incremental self-theory on 7th grade students’ self-confidence and their views about their growth mindset in the cell and divisions unit in science. In accordance with this purpose, the research was conducted with 54 seventh grade students who are studying in two classes in a public secondary school in Kastamonu Province, Turkey. With simple random sampling, one of these classes was determined as the experimental group (N=27) and the other as the control group (N=27). While the lessons of the experimental group were taught with the activities developed in accordance with the incremental self-theory, the lessons of the control group were taught in compliance with the 2018 Science Course Curriculum. In this study, in which both quantitative and qualitative data were collected, a quasi-experimental design with a pre-test post-test control group was used. The quantitative data were collected through the Self-confidence Scale (SS), and the qualitative data were collected through the Feedback Forms (FF). SPSS package program was used in the analysis of quantitative data, and the descriptive analysis was used in the analysis of qualitative data. As a result of this study, it was determined that the instruction designed according to the incremental self-theory had a positive effect on the increase in the self-confidence of the students in the experimental group and their views on their growth mindset. In line with these results, it is suggested that science teachers should design and teach science subjects according to incremental self-theory.