![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
The current study investigated whether the developmental timing of a student’s identification as gifted (i.e., when a student is first identified) was associated with later implicit beliefs about intelligence, and whether this relation is moderated by academic ability. A sample of 1,743 high-ability college students reported on whether and when they had been identified as gifted, academic ability (SAT scores), and implicit beliefs of intelligence. Timing of identification was unrelated to implicit beliefs; academic ability was the only significant predictor. Higher ability students who had been previously identified as gifted at any point in time reported implicit beliefs more toward entity beliefs than relatively lower ability students who had also been identified; however, this effect was quite small. Implicit beliefs did not vary by ability level for nonidentified students. These findings suggest that identification as gifted at any age modestly (but not necessarily meaningfully) relates to implicit beliefs for high-ability students.
References
Section:
|
Berlin, J. E. (2009). It’s all a matter of perspective: Student perceptions on the impact of being labeled gifted and talented. Roeper Review: A Journal on Gifted Education, 31, 217-223. doi:10.1080/02783190903177580 Google Scholar | Crossref | |
|
Blackwell, L. S., Trzesniewski, K. H., Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246-263. doi:10.1111/j.1467-8624.2007.00995.x Google Scholar | Crossref | Medline | ISI | |
|
Butler-Por, N. (1993). Underachieving gifted students. In Heller, K. A., Monks, F. J., Passow, A. H. (Eds.), International handbook of research and development of giftedness and talent (pp. 649-668). Elmsford, NY: Pergamon Press. Google Scholar | |
|
Chinn, C. A. (2006). The microgenetic method: Current work and extensions to classroom. In Green, J. L., Camilli, G., Elmore, P. B. (Eds.), Handbook of complementary methods in education research (pp. 439-456). Mahwah, NJ: Lawrence Erlbaum. Google Scholar | |
|
The College Board . (2012). SAT-ACT concordance tables. Retrieved from http://professionals.collegeboard.com/data-reports-research/sat Google Scholar | |
|
Cornell, D. G. (1989). Child adjustment and parent use of the term “gifted.” Gifted Child Quarterly, 33, 59-64. doi:10.1177/001698628903300202 Google Scholar | SAGE Journals | ISI | |
|
Cury, F., Da Fonseca, D., Zahn, I., Elliot, A. (2008). Implicit theories and IQ-test performance: A sequential mediational analysis. Journal of Experimental Social Psychology, 44, 783-791. doi:10.1016/j.jesp.2007.07.003 Google Scholar | Crossref | ISI | |
|
Cury, F., Elliot, A. J., Da Fonseca, D., Moller, A. C. (2006). The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 90, 666-679. doi:10.1037/0022-3514.90.4.666 Google Scholar | Crossref | Medline | ISI | |
|
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Taylor and Francis. Google Scholar | |
|
Dweck, C. S. (2002a). Beliefs that make smart people dumb. In Sternberg, R. J. (Ed.), Why smart people can be so stupid (pp. 24-41). New Haven, CT: Yale University Press. Google Scholar | |
|
Dweck, C. S. (2002b). The development of ability conceptions. In Eccles, J. S., Wigfield, A. (Eds.), Development of achievement motivation (pp. 57-88). San Diego, CA: Academic Press. Google Scholar | Crossref | |
|
Dweck, C. S., Chiu, C. Y., Hong, Y. Y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives. Psychological Inquiry, 6, 267-285. Google Scholar | Crossref | ISI | |
|
Dweck, C. S., Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273. doi:10.1037/0033-295X.95.2.256 Google Scholar | Crossref | ISI | |
|
Feldhusen, J. F., Dai, D. Y. (1997). Gifted students’ attitudes and perceptions of the gifted label, special programs, and peer relations. Journal of Secondary Gifted Education, 9, 15-20. doi:10.1177/1932202X9700900103 Google Scholar | SAGE Journals | |
|
Freeman, J. (1994). Some emotional aspects of being gifted. Journal for the Education of the Gifted, 17, 180-197. doi:10.1177/016235329401700207 Google Scholar | SAGE Journals | ISI | |
|
Freeman, J. (2006). Giftedness on the long term. Journal for the Education of the Gifted, 29, 384-403. doi:10.4219/jeg-2006-246 Google Scholar | SAGE Journals | |
|
Gates, J. (2010). Children with gifts and talents: Looking beyond traditional labels. Roeper Review, 32, 200-206. doi:10.1080/02783193.2010.485308 Google Scholar | Crossref | |
|
Grubbs, F. (1969). Procedures for detecting outlying observations in samples. Technometrics, 11, 1-21. doi:10.1080/00401706.1969.10490657 Google Scholar | Crossref | ISI | |
|
Guskin, S. L., Okolo, C., Zimmerman, E., Peng, C. J. (1986). Being labeled gifted or talented: Meanings and effects perceived by students in special programs. Gifted Child Quarterly, 30, 61-65. doi:10.1177/001698628603000203 Google Scholar | SAGE Journals | ISI | |
|
Hershey, M., Oliver, E. (1988). The effects of the label gifted on students identified for special programs. Roeper Review, 11, 33-34. doi:10.1080/02783198809553157 Google Scholar | Crossref | |
|
Hickey, M. G., Toth, L. (1990). The effects of labeling children gifted: A review of the literature. Early Child Development, 63, 149-151. Google Scholar | Crossref | |
|
Hoge, R. D., Renzulli, J. S. (1993). Exploring the link between giftedness and self-concept. Review of Educational Research, 63, 449-465. Google Scholar | SAGE Journals | ISI | |
|
Holahan, C. K., Holahan, C. J. (1999). Being labeled as gifted, self-appraisal, and psychological wellbeing: A lifespan developmental perspective. International Journal of Aging and Human Development, 48, 161-173. Google Scholar | SAGE Journals | ISI | |
|
Hong, Y.-y., Chiu, C.-y., Dweck, C. S., Lin, D. M. S., Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77, 588-599. doi:10.1037/0022-3514.77.3.588 Google Scholar | Crossref | ISI | |
|
Howell, A. J., Buro, K. (2009). Implicit beliefs, achievement goals, and procrastination: A mediational analysis. Learning and Individual Differences, 19, 151-154. doi:10.1016/j.lindif.2008.08.006 Google Scholar | Crossref | ISI | |
|
Kamins, M. L., Dweck, C. S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35, 835-847. doi:10.1037/0012-1649.35.3.835 Google Scholar | Crossref | Medline | ISI | |
|
Kanevsky, L., Keighley, T. (2003). To produce or not to produce? Understanding boredom and the honor in underachievement. Roeper Review, 26, 20-28. doi:10.1080/02783190309554235 Google Scholar | Crossref | |
|
Kerr, B. A., Colangelo, N., Gaeth, J. (1988). Gifted adolescents’ attitudes toward their giftedness. Gifted Child Quarterly, 32, 245-247. doi:10.1177/001698628803200201 Google Scholar | SAGE Journals | ISI | |
|
Kinlaw, C. R., Kurtz-Costes, B. (2003). The development of children’s beliefs about intelligence. Developmental Review, 23, 125-161. doi:10.1016/S0273-2297(03)00010-8 Google Scholar | Crossref | ISI | |
|
Manaster, G. J., Chan, J. C., Watt, C., Wiehe, J. (1994). Gifted adolescents’ attitudes toward their giftedness: A partial replication. Gifted Child Quarterly, 38, 176-178. doi:10.1177/001698629403800404 Google Scholar | SAGE Journals | ISI | |
|
Moulton, P., Moulton, M., Housewright, M., Bailey, K. (1998). Gifted and talented: Exploring the positive and negative aspects of labeling. Roeper Review, 21, 153-154. doi:10.1080/02783199809553950 Google Scholar | Crossref | |
|
Mueller, C. M., Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75, 33-52. doi:10.1037/0022-3514.75.1.33 Google Scholar | Crossref | Medline | ISI | |
|
National Association for Gifted Children . (2010). Pre-K-Grade 12 Gifted Programming Standards. Retrieved from http://www.nagc.org/uploadedFiles/Information_and_Resources/Gifted_Program_Standards/K-12%20programming%20standards.pdf Google Scholar | |
|
Nicholls, J. G. (1990). What is ability and why are we mindful of it? A developmental perspective. In Sternberg, R. J., Kolligian, J. Jr. (Eds.), Competence considered (pp. 11-40). New Haven, CT: Yale University Press. Google Scholar | |
|
Ommundsen, Y. (2003). Implicit theories of ability and self-regulation strategies in physical-education classes. Educational Psychology, 23, 141-157. doi:10.1080/01443410303224 Google Scholar | Crossref | |
|
Osborne, J. W. (2013). Best practices in data cleaning. Los Angeles, CA: Sage. Google Scholar | |
|
Patrick, H., Gentry, M., Owen, S. V. (2006). Motivation and gifted adolescents. In Dixon, F. A., Moon, S. M. (Eds.), The handbook of secondary gifted education (pp. 165-195). Waco, TX: Prufrock Press. Google Scholar | |
|
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555. doi:10.1037/0022-0663.92.3.544 Google Scholar | Crossref | ISI | |
|
Reis, S. M., Renzulli, J. S. (2011). Challenging gifted and talented learners with a continuum of research-based interventions strategies. In Bray, M. A., Kehle, T. J. (Eds.), The Oxford handbook of school psychology (pp. 456-482). New York, NY: Oxford University Press. Google Scholar | Crossref | |
|
Ring, B., Shaughnessy, M. F. (1993). The gifted label, gifted children, and the aftermath. Gifted Education International, 9, 33-35. doi:10.1177/026142949300900107 Google Scholar | SAGE Journals | |
|
Robins, R. W., Pals, J. L. (2002). Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity, 1, 313-336. doi:10.1080/15298860290106805 Google Scholar | Crossref | ISI | |
|
Robinson, A. (1990). Does that describe me? Adolescents’ acceptance of the gifted label. Journal for the Education of the Gifted, 13, 245-255. Google Scholar | SAGE Journals | |
|
Shively, R. L., Ryan, C. S. (2013). Longitudinal changes in college math students’ implicit theories of intelligence. Social Psychology of Education, 16, 241-256. doi:10.1007/s11218-012-9208-0 Google Scholar | Crossref | ISI | |
|
Snyder, K. E., Linnenbrink-Garcia, L. (2013). A developmental, person-centered approach to exploring multiple motivational pathways in gifted underachievement. Educational Psychologist. Advance online publication. doi:10.1080/00461520.2013.835597 Google Scholar | Crossref | ISI | |
|
Snyder, K. E., Malin, J. L., Dent, A. L., Linnenbrink-Garcia, L. (2013). The message matters: The role of implicit beliefs about giftedness and failure experiences in academic self-handicapping. Journal of Educational Psychology. Advance online publication. doi:10.1037/a0034553 Google Scholar | Crossref | ISI | |
|
Treffinger, D. J., Feldhusen, J. F. (1996). Talent recognition and development: Successor to gifted education. Journal for the Education of the Gifted, 19, 181-193. Google Scholar | SAGE Journals | ISI | |
|
U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics . (2011). College navigator. Retrieved from http://nces.ed.gov/collegenavigator/ Google Scholar | |
|
U.S. News & World Report . (2012). America’s best colleges: National university rankings. Retrieved from http://colleges.usnews.rankingsandreviews.com/best-colleges/rankings/national-universities Google Scholar | |
|
Yeager, D. S., Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 302-314. doi:10.1080/00461520.2012.722805 Google Scholar | Crossref | ISI | |
|
Yeager, D. S., Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic. Review of Educational Research, 81, 267-301. doi:10.3102/0034654311405999 Google Scholar | SAGE Journals | ISI |
