Gifted Students’ Implicit Beliefs About Intelligence and Giftedness

Makel, Matthew C.; Snyder, Kate E.; Thomas, Chandler; Malone, Patrick S.; Putallaz, Martha

doi:10.1177/0016986215599057

Cited by 46 publications

(58 citation statements)

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“…Still, there has been little research on implicit beliefs about giftedness (cf. [23,24]) compared to implicit beliefs about intelligence. The intriguing questions are whether the nature of these concepts is seen in a similar way and whether these views have similar effects on achievement.…”

Section: Introductionmentioning

confidence: 99%

How Do School Children and Adolescents Perceive the Nature of Talent Development? A Case Study from Finland

Kuusisto

Laine

Tirri

2017

Education Research International

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This article examines how school children and adolescents ( = 607) perceive the nature of talent development. More particularly it is investigated whether students perceive intelligence and giftedness as developing or as inherent and how students' perspectives on talent development are related to their learning outcomes. Participants were students in elementary ( = 200), lower secondary ( = 256), and upper secondary school ( = 151). The results showed that students perceived the nature of intelligence as more malleable than giftedness. Along with this domain-specific variance, there were also age and gender related differences in students' perceptions. By examining the relation between implicit beliefs and students' academic achievements, it was found that growth-oriented views about intelligence, but fixed ideas about giftedness, indicated higher math grades. The results suggest that the relationship between implicit beliefs and academic outcomes might not be as straightforward as previous studies have suggested.

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Section: Introductionmentioning

confidence: 99%

How Do School Children and Adolescents Perceive the Nature of Talent Development? A Case Study from Finland

Kuusisto

Laine

Tirri

2017

Education Research International

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“…Specifically, if an entity theory is paired with low selfefficacy, a student is more likely to develop helpless patterns of behavior and avoid challenges to avoid appearing incompetent (Dweck, 1986;Makel, Snyder, Thomas, Malone, & Putallaz, 2015). However, if an entity theory is paired with high self-efficacy, the student is more likely to continue to seek challenges and remain persistent (Dweck, 1986).…”

Section: Effort and Motivationmentioning

confidence: 99%

“…However, the results in the literature remain inconclusive as to whether giftedness is perceived by students as a fixed or malleable trait (Makel et al, 2015). Furthermore, perceptions of giftedness and perceptions of intelligence have been shown to be different, even within the same individual, with students generally viewing giftedness as more fixed than intelligence (Makel et al, 2015), implying the perception that one's degree of giftedness is less likely to change than is one's intelligence.…”

Section: Effort and Motivationmentioning

confidence: 99%

“…Furthermore, perceptions of giftedness and perceptions of intelligence have been shown to be different, even within the same individual, with students generally viewing giftedness as more fixed than intelligence (Makel et al, 2015), implying the perception that one's degree of giftedness is less likely to change than is one's intelligence. Such results are indicative of the great diversity in implicit beliefs about intelligence and giftedness (Makel et al, 2015).…”

Section: Effort and Motivationmentioning

confidence: 99%

“…For instance, in the present study, mindset was assessed at the start of students' third-grade year, their first year in their school's gifted program. In a study by Makel et al (2015), they found students generally believed giftedness to be more fixed than intelligence. This might result from an internalization of the label they receive, believing it to be a stable characteristic about themselves.…”

Section: Mindsetmentioning

confidence: 99%

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Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

El-Abd

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ii ACKNOWLEDGEMENTS It is rare-if not impossible-that we find ourselves at the end of our formal education without a sizable list of individuals without whom such a moment would certainly have been impossible. My acknowledgments are no different and begin, undoubtedly, with my parents. To my mother: thank you, thank you, thank you for never allowing me to give up when it felt like the easiest option. Throughout my confusions and doubts, you knew that I could make it, even when-especially when-I was quite certain I couldn't. Thank you for being my role model of what a good educator should be and for reminding me that nothing good comes without a good amount of hard work. To my father, thank you for teaching me the value of curiosity. Your seemingly endless questioning of the world around you has inspired me to always seek more knowledge, and thank you for always supporting the decisions I have made, as blind and wandering as they must have often seemed. To my brothers: thank you for being the constant source of laughter in my life. Thank you, Yasser, for being the image of high achievement that has constantly motivated me (probably since birth, and I still haven't caught up) and thank you, Samer, for being my reason for wanting to always push myself further so I can hopefully set some form of a decent example (which, as it turns out, you have already far exceeded).To Caroyln, I could not possibly have had a better mentor. You have-in perfect measure-challenged me in the constant pursuit of becoming a better scholar and identifying what it is, precisely, that I wish to do with my life, and I am grateful for every opportunity you have given me in this endeavor. I can't remember the last time I was so thoroughly challenged, which is, perhaps, why I have grown as much as I have over the course of the past four years.Thank you for providing the perfect place in which this could happen and for guiding me, along the way, to finally seeing myself as a researcher.iii To Carol, thank you for constantly bringing to life the joy of teaching. It might not always be an easy profession, but it is an immensely enjoyable one, so thank you for reminding me of that every time I was in your class. To Peter, thank you for telling me, in my very first year at UVA, that I had what it took to earn a Ph.D. You may not have known it at the time, but that message came at a point when I had the greatest doubts, so thank you for motivating me. And to Vivian, thank you for your patience in constantly responding to my endless stream of statistics questions; I could not have completed this project without your feedback and guidance. To Annalissa and the members of Project PLACE: no amount of thanks would suffice for all of the work you put into collecting and organizing the data, as well as answering my frequent-and frantic-e-mails, but thank you nonetheless.As an educator, I could not possibly write my acknowledgements without thanking every single teacher or administrator that has taught or guided me, in one discipline or another, since I fir...

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Talent Development, Cultural Diversity, and Equity: The Challenge of the Andean Countries

Blumen

2020

Conceptions of Giftedness and Talent

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Is it possible to identify gifted children in the extreme highlands of the Andes or in the depth of the Amazon jungle? This is the core question of my academic life. It was first asked as a provocative question on July 1991, while I was attending the Educational Research Workshop Education of the Gifted in Europe: Theoretical and Research Issues, a milestone event for gifted education in Europe (Mönks & Pflüger, 2005). At that moment, my country was immersed in a bloody armed conflict, and gifted education wasn't a priority. However, enrichment programs became a key alternative to improve the quality of education in regular classes (Alencar, Blumen, & Castellanos, 2000).Giftedness and talent development occur in different parts of the world, where opportunity and commitment (Cross & Coleman, 2005) support its growth. Both, intrinsic variables to the individual, so-called learning capital by the learning resources approach (Ziegler & Baker, 2013), and the opportunity for talent development toward excellence, so-called educational capital by Ziegler and Stoeger (2017), are necessary; the latter is highly dependent on the opportunities provided to the individual along the life-span and the culture where he/she develops.

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Gifted Students’ Implicit Beliefs About Intelligence and Giftedness

Cited by 46 publications

References 52 publications

How Do School Children and Adolescents Perceive the Nature of Talent Development? A Case Study from Finland

How Do School Children and Adolescents Perceive the Nature of Talent Development? A Case Study from Finland

Predictive Factors of Literacy Achievement in Young Gifted Children in Rural Schools

Talent Development, Cultural Diversity, and Equity: The Challenge of the Andean Countries

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