Akademik Veri Yönetim Sistemi
5th International Conference on Education and New Learning Technologies (EDULEARN), Barcelona, İspanya, 1 - 03 Temmuz 2013, ss.2717-2726
The present study aims to investigate the relationship between implicit theory of intelligence and learning approaches. Data were collected from 257 university students, 123 of whom were female and 134 of whom were male in 2012-2013 Education Year Fall Semester. Implicit Theory of Intelligence Scale (ITIS) and Learning Approaches Scale (LAS) were used as data collection instruments. ITIS developed by Abd-El-Fattah and Yates (2006) for measuring students' beliefs about intelligence was adapted to Turkish by the researchers. As for measuring students' learning approaches, Revised Two-Factor LAS was used. This scale was developed by Biggs (2001) and adapted to Turkish by Bati, Tetik and Gurpinar (2010). In the study, the relationship between implicit theory of intelligence and learning approaches was analyzed by means of canonical correlation analysis. As a result of the canonical correlation analysis, the common variance between implicit theory of intelligence and learning approaches was found to be 38%. The obtained findings have been discussed in relation to the findings reported in the literature.