EXPLORING THE PERCEPTIONS OF GROWTH: A GROUNDED THEORY CASE STUDY FROM TÜRKIYE

Authors

DOI:

https://doi.org/10.20535/2410-8286.311468

Keywords:

grounded theory, growth mindset, teacher education, undergrad students

Abstract

This study examines students' perceptions of personal growth by applying growth mindset principles through a grounded theory approach. Using qualitative data collected from interviews, the research focuses on beliefs about effort, responses to failure, feedback, and the malleability of intelligence. A theoretical sampling strategy, integral to grounded theory methodology, was employed to select 32 students from the Faculty of Education, including 9 second-year, 19 third-year, and 4 fourth-year students. The findings reveal four key themes: Effort-Driven Development, emphasizing the primacy of effort over innate ability; Resilience and Learning from Failure, which highlights failure as an opportunity for growth; Openness to Feedback as a Development Tool, demonstrating the value placed on feedback for self-improvement; and A Dynamic View of Intelligence and Abilities, reflecting a belief in the evolving nature of intelligence. These insights enhance our understanding of how growth mindset principles manifest in educational contexts, offering practical implications for teaching practices and organizational strategies aimed at fostering personal development.

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Author Biography

Leyla Yılmaz Fındık, Hacettepe University

Leyla Yılmaz Fındık is an Associate Professor in the Department of Educational Sciences at Hacettepe University, specializing in Educational Administration. She earned her bachelor's degree in English Linguistics from Hacettepe University's Faculty of Literature in 2005. She went on to complete a master's degree in Educational Administration, Supervision, Planning, and Economics at Hacettepe University's Institute of Social Sciences in 2012, followed by a Ph.D. in the same field from Hacettepe University's Institute of Educational Sciences in 2015. In 2019, she was awarded the title of Associate Professor in Educational Administration. She currently teaches both undergraduate and graduate courses, including Classroom Management, Adult Education, Human Resource Management in Education, Ethics in Education, and Career Planning and Development. Her research primarily focuses on educational planning, higher education, adult education, sustainability in higher education and teacher training.

 

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Published

2024-12-30

How to Cite

Yılmaz Fındık, L. (2024). EXPLORING THE PERCEPTIONS OF GROWTH: A GROUNDED THEORY CASE STUDY FROM TÜRKIYE. Advanced Education, 12(25), 79–105. https://doi.org/10.20535/2410-8286.311468

Issue

2024: Issue 25

Section

ARTICLES

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Copyright (c) 2024 Leyla Yılmaz Fındık. The cover for this article was designed using chat.chatbotapp.ai

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