The Effect of The Growth Mindset Strategies on Self-efficacy, Self-regulation, Metacognitive Skills and Math Achievement Among Socio-economic Disadvantaged Students

These file shows quantitative data were obtained through the Mindset Scale, Self-efficacy Scale, Self-regulation Scale, Metacognitive Skills Scale and Academic Achievement Test before and after the growth-mindset intervention. The study group of the research consists of 57 eighth grade students (experimental group: 28; control group: 29) who showed low academic success in national screening exams and are studying in a socio-economically disadvantaged secondary school in a province in the Marmara Region in the 2023-2024 academic year.
In the current research, certain criteria were taken into account in determining the sample in accordance with the purpose of the research. One of these criteria is the age of the students and the period they are in. 57 students aged between 13-14, also defined as adolescence, were included in the implementation process of the research.

本数据集展示了通过心态量表、自我效能感量表、自我调节量表、元认知技能量表以及学业成就测试，在成长心态干预前后获得的量化数据。研究样本包括57名八年级学生（实验组：28名；对照组：29名），这些学生在全国性筛选考试中表现出学业成就低下，且就读于马尔马拉地区某省份社会经济条件较为落后的中学。在当前研究中，为了符合研究目的，对样本的选取考虑了若干标准，其中之一为学生的年龄及其所处的时期。将13至14岁、亦即青春期年龄段的学生纳入了研究的实施过程。