Concordance and discordance in implicit beliefs about intelligence and giftedness

Examining Students’ Perceptions of Giftedness, Need for Cognition, and Goal Orientations

“…For example, not all students who have incremental views of intelligence have incremental views of giftedness and vice versa. Using a person-centered approach to the analysis rather than a simple comparison of means would allow for more nuanced interpretations of discordant and concordant beliefs of giftedness and intelligence (see Snyder et al, 2021). Further, though the current study provides context for gifted students’ perceptions of intelligence and giftedness as flexible constructs, the findings do not include explanations of how such perceptions are developed; future research might shed light on the factors that influence how these perceptions are developed, how they are influenced, and how perceptions of various domains are related to cultivating domain-specific abilities.…”

“You Are so Smart!”: The Role of Giftedness, Parental Feedback, and Parents’ Mindsets in Predicting Students’ Mindsets

“…Fourth, some scholars have advocated to distinguish between beliefs about the fixedness of intelligence and the fixedness of giftedness (Snyder et al, 2021), suggesting that gifted students would hold more of a fixed view toward their giftedness than toward intelligence in general. However, although gifted students indeed tend to more strongly endorse a fixed mind-set about giftedness than about intelligence, fixed mindsets about intelligence and about giftedness are quite strongly correlated (e.g., r = .63; Makel et al, 2015).…”

Teachers’ beliefs about educational quality: Examining the power of school settings through survey experiments

“…Researchers in education have, for 50 years, examined the formation and effects of teachers' beliefs from various disciplinary, theoretical, and methodological viewpoints (Kagan, 1992;Levin, 2013;Pajares, 1992;Phipps & Borg, 2009;Schroedler et al, 2022;Snyder et al, 2021). Most studies on teachers' beliefs focus on its importance in the educational process: teachers' beliefs have been shown to powerfully predict the teacher-student relationship (Rubie-Davies, 2013), efficiency in classroom teaching (Fives & Buehl, 2012), school environment (Tschannen-Moran et al, 2014), and educational reform (Brinkmann, 2018;Kelchtermans, 2005;März & Kelchtermans, 2013).…”

“…One potential reason why policies and behavioral expectations of school administration do not match teachers' beliefs may be the high level of variation. Studies on teachers and teaching beliefs indicate the lapses and inappropriateness of assuming beliefs as homogeneous and fixed cultural forms (Feiman-Nemser & Floden, 1984;Levin, 2013;Skott, 2013;Snyder et al, 2021). In particular, subjective propositions about educational quality may vary from teacher-to-teacher and school-toschool.…”

“…Researchers in the educational field agree that beliefs are heterogeneous (Feiman-Nemser & Floden, 1984;Levin, 2013;Skott, 2013;Snyder et al, 2021) and teachers therefore have different subjective propositions about the world. Various studies have explored teachers' beliefs about teaching, the students, and learning as drivers of planning and classroom decision making (Hoy et al, 2009;Prestridge, 2012;Veal et al, 2016).…”