Prevladujoč način razmišljanja in akademska uspešnost
DOI:
https://doi.org/10.55707/ds-po.v39i2.129Ključne besede:
fiksna miselnost, razvojna miselnost, akademska uspešnost, študijski neuspehPovzetek
Sodobni avtorji in raziskovalci, kot so Dweck, Duckworth, Peterson, Matthews in Kelly, opozarjajo, da ima prevladujoča miselnost velik pomen pri akademski uspešnosti. V ozadju je ideja, da ljudje s fiksno miselnostjo niso pripravljeni vložiti dodatnega truda v učenje, medtem ko ljudje s prevladujočo razvojno miselnostjo dosegajo boljše učne rezultate. Namen tega prispevka je predstaviti koncept fiksne in razvojne miselnosti skozi prerez dosedanjih ugotovitev in raziskav ter vpliv, ki ga imata ti dve miselnosti na akademsko uspešnost. S tem namenom smo izvedli lastno kvantitativno raziskavo, v kateri je sodelovalo 353 študentov iz treh slovenskih fakultet. Ugotovili smo, da obstaja statistično pomembna povezava med razvojno miselnostjo in študijsko uspešnostjo in da prevladujoča miselnost vpliva tudi na odnos do študijskega neuspeha.
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