Gifted Students’ Implicit Beliefs About Intelligence and Giftedness

Published

Journal Article

© 2015, © 2015 National Association for Gifted Children. Growing attention is being paid to individuals’ implicit beliefs about the nature of intelligence. However, implicit beliefs about giftedness are currently underexamined. In the current study, we examined academically gifted adolescents’ implicit beliefs about both intelligence and giftedness. Overall, participants’ implicit beliefs about giftedness and intelligence were significantly positively correlated while also having statistically significant mean differences, suggesting that they perceived the nature of the two constructs differently. Specifically, many students viewed intelligence as malleable (incremental view) and giftedness as fixed (entity view), whereas very few students viewed giftedness as malleable and intelligence as fixed; however, heterogeneity was observed. The beliefs identified in the current study provide important insight into the domain-specific nature of implicit beliefs of gifted students and suggest that caution be used against using terms like giftedness and intelligence interchangeably.

Full Text

Duke Authors

Cited Authors

  • Makel, MC; Snyder, KE; Thomas, C; Malone, PS; Putallaz, M

Published Date

  • January 1, 2015

Published In

Volume / Issue

  • 59 / 4

Start / End Page

  • 203 - 212

Electronic International Standard Serial Number (EISSN)

  • 1934-9041

International Standard Serial Number (ISSN)

  • 0016-9862

Digital Object Identifier (DOI)

  • 10.1177/0016986215599057

Citation Source

  • Scopus