Prospective Teachers’ Beliefs About Human Intelligence in a Turkish Sample

IF 1.2 Q3 EDUCATION, SPECIAL
F. Kaya, M. Kaya, S. Kaya
{"title":"Prospective Teachers’ Beliefs About Human Intelligence in a Turkish Sample","authors":"F. Kaya, M. Kaya, S. Kaya","doi":"10.1177/01623532221143823","DOIUrl":null,"url":null,"abstract":"Research consistently reports a moderate to a strong relationship between intelligence and academic performance. For about a century, the concept of intelligence has often been used in the definition of giftedness and the identification of gifted students along with other data sources, although some experts are against it. An understanding of prospective teachers' beliefs about intelligence is important to unearth how they perceive intelligence and giftedness. We replicated Warne and Burton's (2020) study with 157 prospective Turkish teachers. They were selected using an online convenience sampling method from various departments of a faculty of education. Of the participants, 72.6% were female and 27.4% were male. We adapted Warne and Burton’s (2020) survey, translating it to Turkish and administered it online to understand the prospective teachers’ beliefs about intelligence as well as to examine if these beliefs differ across cultures. We found that the prospective teachers’ understanding was mostly in line with the original study as well as the mainstream views of intelligence. We also found similar results to the original study, regarding the components of intelligence. Like the original study, the Turkish sample showed an understanding of the relationship between education and intelligence; however, the items about biological and genetic influences on intelligence, the plausible causes of group differences, the life outcomes of intelligence, and a cross-cultural comparison of intelligence had a low response uniformity in both studies. Similar findings across samples may be attributed to common, popular views as well as similar textbooks or other resources used in both cultures. The samples (e.g., educational level and age) may be partially responsible for the differences in the findings across both cultures.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"46 1","pages":"77 - 106"},"PeriodicalIF":1.2000,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"JOURNAL FOR THE EDUCATION OF THE GIFTED","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/01623532221143823","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0

Abstract

Research consistently reports a moderate to a strong relationship between intelligence and academic performance. For about a century, the concept of intelligence has often been used in the definition of giftedness and the identification of gifted students along with other data sources, although some experts are against it. An understanding of prospective teachers' beliefs about intelligence is important to unearth how they perceive intelligence and giftedness. We replicated Warne and Burton's (2020) study with 157 prospective Turkish teachers. They were selected using an online convenience sampling method from various departments of a faculty of education. Of the participants, 72.6% were female and 27.4% were male. We adapted Warne and Burton’s (2020) survey, translating it to Turkish and administered it online to understand the prospective teachers’ beliefs about intelligence as well as to examine if these beliefs differ across cultures. We found that the prospective teachers’ understanding was mostly in line with the original study as well as the mainstream views of intelligence. We also found similar results to the original study, regarding the components of intelligence. Like the original study, the Turkish sample showed an understanding of the relationship between education and intelligence; however, the items about biological and genetic influences on intelligence, the plausible causes of group differences, the life outcomes of intelligence, and a cross-cultural comparison of intelligence had a low response uniformity in both studies. Similar findings across samples may be attributed to common, popular views as well as similar textbooks or other resources used in both cultures. The samples (e.g., educational level and age) may be partially responsible for the differences in the findings across both cultures.
土耳其准教师对人类智力的看法
研究一致表明,智力和学习成绩之间存在着中等到强烈的关系。大约一个世纪以来,智力的概念经常被用于定义天赋和识别有天赋的学生以及其他数据来源,尽管一些专家反对它。了解未来教师对智力的看法对于发掘他们如何看待智力和天赋是很重要的。我们复制了Warne和Burton(2020)对157名潜在土耳其教师的研究。他们是通过在线方便的抽样方法从教育学院的各个部门中选出的。在参与者中,72.6%是女性,27.4%是男性。我们改编了沃恩和伯顿(2020)的调查,将其翻译成土耳其语,并在网上进行管理,以了解未来教师对智力的看法,并检查这些看法是否因文化而不同。我们发现,准教师的理解与原始研究基本一致,也与主流智力观基本一致。关于智力的组成部分,我们也发现了与最初研究相似的结果。与最初的研究一样,土耳其的样本显示出对教育和智力之间关系的理解;然而,在智力的生物和遗传影响、群体差异的合理原因、智力的生活结果和智力的跨文化比较方面,两项研究的反应一致性较低。样本中类似的发现可能归因于两种文化中共同的、流行的观点,以及相似的教科书或其他资源。样本(例如,教育水平和年龄)可能是两种文化中发现差异的部分原因。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
3.00
自引率
0.00%
发文量
17
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信