Miselna naravnanost v šolskem okoljuPolh Budja, Katja (Avtor) Košir, Katja (Avtor) miselna naravnanostučna uspešnostučna samopodobaučna samoregulacijanadarjenostMiselna naravnanost zajema prepričanja, ki jih imajo posamezniki o svojih osebnostnih značilnostih in sposobnostih. V raziskavi smo se osredinili na miselno naravnanost o umskih sposobnostih in jo preučili kot dejavnik učne uspešnosti, učne samopodobe, učne samoregulacije in nadarjenosti. V raziskavi je sodelovalo 232 učencev osmega in devetega razreda osnovne šole. Rezultati so pokazali, da imajo učenci z višjo stopnjo miselne naravnanosti k rasti boljši učni uspeh in višjo učno samopodobo v primerjavi z učenci, ki so v večji meri fiksno miselno naravnani. Ugotovili smo, da sta miselna naravnanost k rasti in učna samoregulacija pozitivno povezani. Prav tako smo ugotovili, da miselna naravnanost nima prirastne napovedne vrednosti za učno uspešnost ob učni samopodobi in učni samoregulaciji. Izkazalo se je, da so nadarjeni učenci v večji meri miselno naravnani k rasti v primerjavi z njihovimi normativnimi vrstniki in da miselna naravnanost nima moderatorskega učinka pri napovedovanju učnega uspeha glede na identificirano nadarjenost učencev.The mindset comprises the individual's beliefs about his or her most fundamental characteristics and abilities. Our research was focused on the mindset regarding mental abilities and considered it as a factor of academic achievement, academic self-concept, academic self-regulation and giftedness. The study included 232 primary school pupils from 8th and 9th grade. The results showed that pupils with a higher degree of mindset to growth have better academic achievements and higher academic self-concept compared to pupils who are mainly fixed mindset oriented. The research has shown that the growth mindset and academic self-regulation are positively related. We also found that mindset does not have an incremental predictive value for academic achievement alongside academic self-concept and academic self-regulation. It turned out that gifted pupils mindset is more mentally oriented towards growth compared to their normative peers, and that mindset does not have a moderator effect in predicting academic achievement in relation to identified pupils' giftedness.Univerzitetna založba Univerze v Mariboru20192025-06-10 10:24:45Znanstveno delo93160sl