Implicit Theories of Intelligence of Gifted Studens in Secondary Education

Abstract

In this study the mindsets of gifted secondary school students are explored and related to their goal orientation. People hold implicit believes about intelligence; they either think intelligence is malleable or a fixed trait. These mindsets have an impact on achievement, motivation and resilience. It is still unknown how these mindsets are related to achievement goals within the gifted population and if they can be manipulated. The aim of this study is to compare the mindsets of gifted students and their non-gifted high ability peers and relate them to the goals they pursue in school. Finally it is questioned whether they can be manipulated by educational interventions. In the current study 246 gifted and non-gifted secondary school students participate. Two self-report questionnaires are employed to measure their mindset and goal orientation. Results show a statistically significant difference in mindset. Gifted students’ scores on mindset are lower than those of non-gifted students, indicating a fixed mindset. A statistically significant relation between mindsets and goal orientations is not found within the gifted sample. In the non-gifted sample positive statistically significant correlations are found between mindset and approach goal orientation (mastery and performance). Descriptive statistics reveal mean differences in mindset scores between grade one to four, however the difference between grade one and two is the only one that changes significantly in the expected direction. Gifted students mindset is more fixed compared to their non-gifted peers. It is important to find ways to manipulate the mindset of the gifted. When gifted students believe their giftedness can be developed by investing effort and persistence, they will be able to increase their performance and fully exploit their potential.