Identification as Gifted and Implicit Beliefs About Intelligence: An Examination of Potential Moderators

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...

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Bibliographic Details
Published in:Journal of advanced academics 2013-11, Vol.24 (4), p.242-258
Main Authors: Snyder, Kate E., Barger, Michael M., Wormington, Stephanie V., Schwartz-Bloom, Rochelle, Linnenbrink-Garcia, Lisa
Format: Article
Language:English
Subjects:
Academic Ability
Academic Achievement
Academically Gifted
Achievement Need
Adjustment
Age Differences
Beliefs
College Entrance Examinations
College Freshmen
College students
Educational Experience
Emotional Problems
Failure
Gifted
Gifted children
Goal Orientation
Intelligence
Labeling
Multiple Regression Analysis
Persistence
Positive Reinforcement
SAT (College Admission Test)
Scores
Student Attitudes
Student Surveys
Studies
Success
Summer Programs
Talent Identification
Teachers
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Summary: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.
ISSN:1932-202X
2162-9536
DOI:10.1177/1932202X13507971