Student Perceptions of Giftedness

Long, Patricia E.

doi:10.1080/0937445930040107

Cited by 2 publications

(4 citation statements)

References 12 publications

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“…Intelligence and smartness were also interchangeably used by our participants-also consistent with previous research (Dweck, 2000;Kurtz-Costes et al, 2005). Participants also associated giftedness with hard work (Guskin et al, 1986), intelligence, high ability (Long, 1993), and higher achievers (Kerr et al, 1988) as in the literature.…”

Section: Discussionsupporting

confidence: 83%

“…They also frequently referred to intelligence when discussing giftedness. One explanation is that these two constructs do share similarities in students’ perceptions (e.g., Long, 1993). Another explanation is that giftedness was implicitly confined to academic giftedness in our vignettes task.…”

Section: Discussionmentioning

confidence: 99%

“…Giftedness has also been perceived as innate ability and high intellectual ability. Long (1993) found that students aged 12 to 16 (a) perceived giftedness as higher intellectual ability than peers, (b) as greater speed and competence in completing schoolwork, and (c) as involving innate ability, reflecting a fixed view of giftedness. Long also compared gifted and non-gifted students, and found one third of students of both groups believed people were born gifted and could excel without practice.…”

Section: Perceptions Of Giftedness and Beliefs About The Development mentioning

confidence: 95%

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Middle School Students’ Beliefs About Intelligence and Giftedness

Tan

Yough

Desmet

et al. 2018

Journal of Advanced Academics

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This study investigated middle school students' beliefs about intelligence and differences in the development of intelligence across ages, beliefs about giftedness and the development of giftedness, and how beliefs about intelligence and giftedness were related. A total of 52 eighth graders from two regular classes (n = 36) and one gifted class (n = 16) at a public school in the U.S. Midwest completed a survey and a vignettes task. Results revealed that participants associated intelligence with school and non-school intelligence, knowledge and learning, smartness, and motivation. They associated academic giftedness with intelligence, motivation, school achievement, and high ability. Participants were more certain young children could grow intelligence. Most participants endorsed incremental views of intelligence and giftedness. This was more evident in students holding an incremental belief about intelligence, and in non-gifted students. Gifted participants and those holding an incremental belief about intelligence placed more value on motivation and learning. Theoretical and practical implications were discussed. Keywords perceptions of intelligence, perceptions of giftedness, beliefs about the development of intelligence, beliefs about the development of giftedness Students' beliefs about intelligence are of particular interest to researchers and educators because these beliefs impact students' achievement motivation (Dweck, 1986;

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Section: Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 99%

Section: Perceptions Of Giftedness and Beliefs About The Development mentioning

confidence: 95%

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Middle School Students’ Beliefs About Intelligence and Giftedness

Tan

Yough

Desmet

et al. 2018

Journal of Advanced Academics

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“…Childhood poverty, for example, may present an insuperable barrier to one person, but a challenge to reach for excellence to another. Although, there are reported occasions where highly able youngsters are asked about their opinions (e.g., Alexander, 1985;Kerr, Colangelo & Gaeth, 1988;Long, 1993), research into their deeper feelings is rare. Rost & Czeschlik (1994) used self-reports to investigate highly intelligent children, as well as reports from teachers and parents, and concluded that the highly intelligent were, as a group, at least as well adjusted, socially and emotionally, as their age-peers.…”

Section: Introspection and High Abilitymentioning

confidence: 94%

Self‐reports in Research on High Ability

Freeman¹

1996

High Ability Studies

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Student Perceptions of Giftedness

Cited by 2 publications

References 12 publications

Middle School Students’ Beliefs About Intelligence and Giftedness

Middle School Students’ Beliefs About Intelligence and Giftedness

Self‐reports in Research on High Ability

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