التـوجهــات الأکـادیمیــة کمتغــیر وسیــط بـین النظـریــات الضمنیـة وأداء الطــلاب المـوهــوبــین فی مــرحلــة المــراهقــة Academic Orientations as a Mediating Variable between Implicit Theories and the Performance of Gifted Students in Adolescence

This article explores some of the common causes and solutions to perfectionism in gifted children. We highlight practical implications from studies examining perfectionism in gifted students, including how implicit theories of intelligence (e.g., mindset) relate to perfectionism. Specific strategies are shared to guide gifted children toward a mindful pursuit of excellence in which they are self-aware of how their thoughts, emotions, and beliefs about ability influence their behaviors in achieving a high standard.

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Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes Among Gifted Students

journal for the education of the gifted ◽

10.1177/0162353219836737 ◽

2019 ◽

Vol 42 (2) ◽

pp. 107-134 ◽

Cited By ~ 1

Author(s):

Emily Mofield ◽

Megan Parker Peters

Keyword(s):

Implicit Theories ◽

Self Regulation ◽

Gifted Students ◽

Personal Standards ◽

Logistic Regression Models ◽

Fixed Mindset ◽

Theories Of Intelligence ◽

Achievement Attitudes ◽

Concern Over Mistakes ◽

Gifted Underachievers

The current study compared differences between mindset beliefs about intelligence (fixed vs. growth), dimensions of perfectionism (Concern Over Mistakes, Doubt of Action, Personal Standards, Organization), and achievement attitudes among gifted underachievers ( n = 15) and gifted achievers ( n = 169) in Grades 6 to 8 and examined the relationship between mindset beliefs and dimensions of perfectionism. Gifted underachievers had higher fixed mindset beliefs about intelligence ( d = .79), lower scores on Organization ( d = −1.01), and lower Self-Regulation/Motivation ( d = −1.17) when compared with gifted achievers. These factors also were statistically significant in logistic regression models predicting achievement status. In addition, for the entire sample of gifted students ( N = 264), fixed mindset beliefs predicted both dimensions of Evaluative Concerns Perfectionism (Concern Over Mistakes, β = .35, p < .0001; Doubt of Action, β = .28, p < .0001), while growth mindset beliefs predicted both dimensions of Positive Strivings Perfectionism (Personal Standards, β = .35, p < .0001, and Organization, β = .21, p = .001). Our findings provide a clearer picture of the relationships among underachievement, perfectionism, implicit theories of intelligence, and achievement attitudes, providing guidance for affective interventions.

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Assessing Gifted Students’ Beliefs About Intelligence With a Psychometrically Defensible Scale

journal for the education of the gifted ◽

10.1177/0162353216671835 ◽

2016 ◽

Vol 39 (4) ◽

pp. 288-314 ◽

Cited By ~ 5

Author(s):

Sunhee Park ◽

Carolyn M. Callahan ◽

Ji Hoon Ryoo

Keyword(s):

Implicit Theories ◽

Gifted Students ◽

Goal Orientations ◽

Learning Goals ◽

Implicit Theories Of Intelligence ◽

Incremental Theory ◽

Entity Theory ◽

Theories Of Intelligence ◽

And Gender ◽

Item Scale

The psychometric qualities of the six- and eight-item implicit theories of intelligence scales that Dweck suggested were compared using a confirmatory factor analysis with data from 239 gifted students (100 students in Grades 5–7, 139 students in Grades 8–11). The results indicate that the six-item scale fits the data better than the eight-item scale. The factor reliabilities of data from the six-item scale were .853 for the entity theory and .878 for the incremental theory. We found evidence for measurement invariance across age and gender using measurement and structural invariance tests. Using the scale to investigate the beliefs about intelligence of gifted students and the association between their beliefs about intelligence and goal orientations, we found that the higher the incremental theory held by gifted students, the higher the learning goals they tend to pursue. Older students had a greater tendency to hold an entity theory than younger students.

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A predictive structural model for gifted students' performance: A study based on intelligence and its implicit theories

Learning and Individual Differences ◽

10.1016/j.lindif.2016.08.018 ◽

2016 ◽

Vol 51 ◽

pp. 11-18 ◽

Cited By ~ 6

Author(s):

Alaa Eldin A. Ayoub ◽

Abdullah M. Aljughaiman

Keyword(s):

Structural Model ◽

Implicit Theories ◽

Gifted Students

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Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

European Journal of Psychological Assessment ◽

10.1027//1015-5759.18.3.214 ◽

2002 ◽

Vol 18 (3) ◽

pp. 214-228 ◽

Cited By ~ 17

Author(s):

Heinz Neber ◽

Kurt A. Heller

Keyword(s):

Secondary School ◽

Summer School ◽

Secondary School Students ◽

Social Cognitive ◽

Gifted Students ◽

School Program ◽

School Students ◽

Positive Effects ◽

Regulatory Strategies ◽

Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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Examining the Effects of Task Instructions to Induce Implicit Theories of Intelligence on a Rational Thinking Task

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000291 ◽

2017 ◽

Vol 225 (2) ◽

pp. 146-156 ◽

Cited By ~ 3

Author(s):

Ivar Bråten ◽

Andreas Lien ◽

John Nietfeld

Keyword(s):

Implicit Theories ◽

Male Students ◽

Task Instruction ◽

Rational Thinking ◽

Implicit Theories Of Intelligence ◽

Entity Theory ◽

Theories Of Intelligence ◽

Theory Of Intelligence ◽

Task Instructions ◽

Culture Specificity

Abstract. In two experiments with Norwegian undergraduates and one experiment with US undergraduates, we examined the potential effects of brief task instructions aligned with incremental and entity views of intelligence on students’ performance on a rational thinking task. The research demonstrated that even brief one-shot task instructions that deliver a mindset about intelligence intervention can be powerful enough to affect students’ performance on such a task. This was only true for Norwegian male students, however. Moreover, it was the task instruction aligned with an entity theory of intelligence that positively affected Norwegian male students’ performance on the rational thinking task, with this unanticipated finding speaking to the context- and culture-specificity of implicit theories of intelligence interventions.

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