Browsing by Subject "kasvun ajattelutapa"

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  • Ronkainen, Rina (Helsingin yliopisto, 2018)
    The framework for this study comes from Carol Dweck’s (2000, 2006) findings. Dweck has separated mindsets between two categories, the growth mindset and the fixed mindset. A person with a growth mindset believes that human qualities (ability, intelligence, personality) are malleable whereas a person with a fixed mindset believes that human qualities are stable. Previous studies have shown various effects on how a different mindset can effect the teaching-studying-learning process. There have been a great deal of quantitative studies done on mindsets. However there have been fewer qualitative studies concerning a single teacher’s growth mindset appearing. This qualitative case study examined Mary, a first grade teacher, and her growth mindset as it appeared in her teaching and in reflection in Helsinki University Viikki Normal School. Mary was selected in this study based on the mindset survey. According to the survey Mary represented growth mindset when it came to the perspectives about intelligence and giftedness. The scale of the survey was scored between 1-6, with Mary scoring 5 on both topics. The data used to conduct this study were observation, videotaping and stimulated recall interviews. The analysis was done using a deductive content analysis. Based on these results, Mary’s growth mindset appeared in her teaching and reflection the way she gave a process feedback, instruction related to growth mindset and with pedagogigal decision supported by growth mindset. It is essential to have more qualitative studies done on the effects of mindsets effects on teaching-studying-learning process in order to properly evaluate impacts of a growth mindset in relation to teacher’s action.
  • Sipiläinen, Toni (Helsingin yliopisto, 2018)
    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.
  • Tuominen, Moona (Helsingin yliopisto, 2017)
    The framework for this study comes from Carol Dweck's (2000, 2006) findings of two different mindsets: growth mindset and fixed mindset. A person with a growth mindset believes human qualities are malleable and a person with a fixed mindset believes skills and intelligence are set. Although there have been lots of studies about mindsets, most of them are quantitative. The aim of this study is to examine how mindsets are presented in teacher's pedagogical thinking and which mindsets actualize in teaching practices in a first grade classroom. This qualitative case study examined a first grade teacher's, Anne's, mindsets in Helsinki University Viikki Normal School. The teacher was selected based on a mindset survey. The data of this study included a preliminary interview, observation, and videotaping and stimulated recall interviews. The analysis was done using a deductive content analysis. The results suggest that Anne's mindset related to learning in her pedagogical thinking was towards a growth mindset but had features of a fixed mindset. In her pedagogical thinking, a growth mindset appeared as seeing contextual factors as main predictors in students learning and recognizing and supporting students as individuals. A fixed mindset appeared in Anne's pedagogical thinking as seeing students' temperament as one predictor in students' learning. Anne's teaching practices emphasized a growth mindset, but had also features of a fixed and a neutral mindset. A growth mindset became apparent in mastery-oriented atmosphere, fostering learning goals and praising processes. A fixed mindset was present in teaching by avoiding failures and highlighting success. A neutral mindset was identified as non-verbal praising in Anne's teaching practices. As the results propose, Anne's mindset varied between situations. This implicates the need of more precise studies of mindsets and their actualization in authentic environments. Only qualitative research will provide the opportunity to deeply understand how mindsets vary between situations and what is the impact on teaching, studying and learning in the classroom.
  • Lehtinen, Suvi (Helsingin yliopisto, 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.