“You Are so Smart!”: The Role of Giftedness, Parental Feedback, and Parents’ Mindsets in Predicting Students’ Mindsets

IF 3 3区教育学 Q1 EDUCATION, SPECIAL

Gifted Child Quarterly Pub Date : 2022-07-01 DOI:10.1177/00169862221084238

Michiel Boncquet, J. Lavrijsen, M. Vansteenkiste, K. Verschueren, B. Soenens

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Abstract

Although it has been hypothesized that gifted students are at risk for adopting a fixed mind-set, research revealed inconsistent results. We aimed to clarify this by differentiating between two operationalizations of giftedness (high cognitive ability and formal identification as gifted) and how these relate to students’ beliefs about intelligence and effort. Also, we examined the role of parental antecedents on students’ beliefs. Participants were 3,329 seventh-grade students and their parents. Only being labeled as gifted was related to adopting a fixed mind-set. Regarding parental antecedents, parents’ intelligence and effort beliefs were related to students’ corresponding beliefs. Furthermore, parental feedback was associated with students’ beliefs, which was most pronounced when student-reports of feedback were used. In particular, person-oriented feedback related positively to a fixed mind-set and negatively to students’ appreciation of the role of effort in academic performance, while process-oriented feedback showed the opposite pattern. Theoretical and practical implications are discussed.

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“你真聪明!”:天赋、父母反馈和父母心态在预测学生心态中的作用

尽管有假设认为，天才学生有养成固定思维模式的风险，但研究显示出不一致的结果。我们的目的是通过区分天赋的两种运作方式(高认知能力和正式认定为天赋)以及它们与学生对智力和努力的信念之间的关系来澄清这一点。此外，我们还研究了父母的前因对学生信仰的影响。参与者是3329名七年级学生及其父母。只有被贴上“天才”的标签才与固定的思维模式有关。在父母前因方面，父母的智力和努力信念与学生的相应信念相关。此外，父母的反馈与学生的信念有关，当使用学生的反馈报告时，这一点最为明显。特别是，以人为导向的反馈与固定思维模式呈正相关，与学生对努力在学业成绩中的作用的认识负相关，而以过程为导向的反馈则表现出相反的模式。讨论了理论和实践意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Gifted Child Quarterly Multiple-

CiteScore

6.30

自引率

29.00%

发文量

期刊介绍： Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.