Incremental theory and performance goal orientation differ across university departments, but entity and learning goal orientation do not¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? MANOVA showed significant department differences for the incremental dimension (F=3,89, p<.05) and performance goal orientation (F=4.95, p<.05), but not for entity (p=,111) or learning goal orientation (p=,064). → Beyaztaş 2017
Evidence¶
Beyaztaş 2017¶
Beyaztaş, D. İ., Kaptı, S. B., & Hymer, B. (2017). The Relationship between Student Teachers' Perception of Intelligence and Their Goal Orientation. Universal Journal of Educational Research 5(9): 1519-1528. https://doi.org/10.13189/ujer.2017.050909
q2 · i? · associational · r2
MANOVA across seven departments (N=1409; omnibus Wilks' Lambda F= 3,084 for intelligence perception and F= 3,436 for goal orientation, p<.05). Tamhane post-hoc tests located pairwise differences, e.g. Turkish Language Education higher than Science Education on both significant dimensions.
"According to the MANOVA results, the mean scores for the incremental and performance goal orientation dimensions show a statistically significant difference in relation to university department (respectively F=3,89 p<.05, F= 4.95 p<.05)."
Discussion¶
Related Claims¶
- Intelligence-perception scores differ by class year, with fourth-year students more incremental and second-year students more entity-oriented — related
- Female student teachers score significantly higher on performance goal orientation than male students, with no gender differences on the other dimensions — related
- Entity theory correlates positively with performance goal orientation and incremental theory with learning goal orientation among student teachers — related
- Turkish student teachers score higher on entity theory than incremental theory and on performance goal orientation than learning goal orientation — related
- Student learning styles differ significantly by department, particularly on Concrete Experience and Abstract Conceptualization
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
department-differences-mindset-goal-orientation |
title |
Incremental theory and performance goal orientation differ across university departments, but entity and learning goal orientation do not |
description |
Incremental theory and performance goal orientation differ across university departments, but entity and learning goal orientation do not |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
recheck_by |
2022 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — beyaztaş-2017 |
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