The study compared mindset beliefs, perfectionism, and achievement attitudes among gifted, advanced, and typical students in Grades 6 to 8 (N = 416) and explored the relationship between these variables. Welch’s F tests revealed no statistically significant difference in growth or fixed mindset beliefs about intelligence among groups. Gifted and advanced students scored higher on Personal Standards (gifted, d = 0.68; advanced, d = 0.62) and Academic Self-Perception (gifted,d = 0.72; advanced, d = 0.58) compared with typical students. In hierarchical regression models, giftedness was a statistically significant predictor for Concern over Mistakes (β = 0.20) and Personal Standards (β = 0.27); both gifted (β = 0.31) and advanced (β = 0.17) status were statistically significant predictors for Academic Self-Perception. Various models showed a positive association between growth mindset and Positive Strivings Perfectionism and achievement attitudes and a positive association between fixed mindset and Evaluative Concerns Perfectionism. Findings suggest that gifted students are not more vulnerable to develop fixed mindsets.
AblardK. E.MillsC. J. (1996). Implicit theories of intelligence and self-perceptions of academically talented adolescents and children. Journal of Youth and Adolescence, 25, 137-148. doi:10.1007/BF01537340
2.
Abu-HamourB.Al-HmouzH. (2013). A study of gifted high, moderate, and low achievers in their personal characteristics and attitudes toward school and teachers. International Journal of Special Education, 28, 5-15.
3.
AdelsonJ. L.WilsonH. E. (2009). Letting go of perfect: Overcoming perfectionism in kids. Waco, TX: Prufrock Press.
4.
AhmavaaraA.HoustonD.M. (2007). The effects of selective schooling and self-concept on adolescents’ academic aspiration: An examination of Dweck’s self-theory. British Journal of Educational Psychology, 77, 613-632. doi:10.1348/000709906x120132
5.
AlexanderP. (1985). Gifted and nongifted students’ perceptions of intelligence. Gifted Child Quarterly, 29, 137-143. doi:10.1177/001698628502900307
6.
AmesC. A. (1990). Motivation: What teachers need to know. Teachers College Record, 91, 409-421. doi:10.1080/00228958.2003.10516388
7.
Bardone-ConeA. MWonderlichS. A.FrostR. O.BulikC. M.MitchellJ. E.UppalaS.SimonichH. (2007). Perfectionism and eating disorders: Current status and future directions. Clinical Psychology Review, 27, 384-405. doi:10.1016/j.cpr.2006.12.005
8.
BerlinJ. (2009). It’s all a matter of perspective: Student perceptions on the impact of being labeled gifted and talented. Roeper Review, 31, 217-223. doi:10.1080/02783190903177580
9.
BlackwellL.TrzesniewskiK.DweckC. (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
BoalerJ. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. San Francisco, CA: Jossey-Bass.
12.
BrownG. P.BeckA. T. (2002). Dysfunctional attitudes, perfectionism, and models of vulnerability to depression. In FlettG. L.HewittP. L. (Eds.), Perfectionism: Theory, research, and treatment (pp. 231-251). Washington, DC: American Psychological Association.
13.
ByrneB. (1996). Academic self-concept: Its structure, measurement, and relation to academic achievement. In BrackenB. A. (Ed.), Handbook of self-concept (pp. 287-316). New York, NY: Wiley.
14.
ChanD. W. (2007). Positive and negative perfectionism among Chinese gifted students in Hong Kong: Their relationships to general self-efficacy and subjective well-being. Journal for the Education of the Gifted, 31, 77-102. doi:10.4219/jeg-2007-512
15.
ChanD.W. (2009). Dimensionality and typology of perfectionism: The use of the Frost Multidimensional Perfectionism Scale with Chinese gifted students in Hong Kong. Gifted Child Quarterly, 53, 174-187. doi:10.1177/001698620933496
16.
ChanD.W. (2012). Life satisfaction, happiness, and the growth mindset of healthy and unhealthy perfectionists among Hong Kong gifted students. Roeper Review, 34, 224-233. doi:10.1080/02783193.2012.715333
17.
ClinkenbeardP. (2012). Motivation and gifted students: Implications of theory and research. Psychology in the Schools, 49, 622-630. doi:10.1002/pits.21628
18.
CovingtonM. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York, NY: Cambridge University Press.
19.
CrockerJ.WolfeC. T. (2001). Contingencies of self-worth. Psychological Review, 108, 593-623. doi:10.1037/0033-295X.108.3.593
20.
CrossT. L. (1997). Psychological and social aspects of educating gifted students. Peabody Journal of Education, 72, 180-200. doi:10.1080/0161956X.1997.9681873
21.
DixonF. A.LapsleyD. K.HanchonT. A. (2004). An empirical typology of perfectionism. Gifted Child Quarterly, 48, 95-106. doi:10.1177/001698620404800203
DweckC. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.
24.
DweckC. S. (2006). Mindsets. The psychology of success. New York, NY: Ballantine Books.
25.
DweckC. S. (2012). Mindsets and malleable minds: Implications for giftedness and talent. In SubotnikR. F.RobinsonA.CallahanC. M.JohnsonP. (Eds.), Malleable minds: Translating insights from psychology and neuroscience to gifted education (pp. 7-18). Storrs: University of Connecticut, National Research Center on the Gifted and Talented.
26.
DweckC. S.ChiuC.HongY. (1995). Implicit theories and their roles in judgement and reactions: A world from two perspectives. Psychological Inquiry, 6, 267-285.
27.
DweckC. S.LeggettE. L. (1988). A social–cognitive approach to motivation and personality. Psychological Review, 95, 256-273. doi:10.1037/0033-295X.95.2.256
28.
ElliotA. J.HarackiewiczJ. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 968-980.
29.
ElliottE. S.DweckC. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12. doi:10.1037/0022-3514.54.1.5
30.
EnnsM.CoxB. (2002). Nature and assessment of perfectionism. In FlettG. L.HewittP. L. (Eds.), Perfectionism: Theory, research, and treatment (pp. 33-62). Washington, DC: American Psychological Association.
31.
EsparzaJ.ShumowL.SchmidtJ. (2014). Growth mindset of gifted seventh grade students in science. NCSSSMST Journal, 19, 6-13.
32.
FeldhusenJ. F.DaiD. 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
33.
FiedlerE. D.LangeR. E.WinebrennerS. (2002). In search of reality: Unraveling the myths about tracking, ability grouping, and the gifted. Roeper Review, 24, 108-111. doi:10.1080/02783190209554142
34.
FordB. (1978). Student attitudes toward special programming and identification. Gifted Child Quarterly, 22, 489-497. doi:10.1177/001698627802200414
35.
FosterJ. (2007). Procrastination and perfectionism: Connections, understandings, and control. Gifted Education International, 23, 132-140. doi:10.1177/026142940702300307
36.
FoxL. (1976). Sex differences in mathematical precocity: Bridging the gap. In KeatingD. (Ed.), Intellectual talent, research, and development. Baltimore, MD: Johns Hopkins University Press.
37.
FrostR. O.HeimbergR. G.HoltC. S.MattiaJ. I.NeubauerA. L. (1993). A comparison of two measures of perfectionism. Personality and Individual Differences, 14, 119-126. doi:10.1016/0191-8869(93)90181-2
38.
FrostR. O.MartenP.LahartC.RosenblateR. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14, 449-468. doi:10.1007/bf01172967
39.
GaudreauP.ThompsonA. (2010). Testing a 2 × 2 model of dispositional perfectionism. Personality and Individual Differences, 48, 532-537. doi:10.1016/j.paid.2010.09.001
40.
GoodC. (2012). Reformulating the talent equation: Implications for gifted students’ sense of belonging and achievement. In SubotnikR. F.RobinsonA.CallahanC. M.JohnsonP. (Eds.), Malleable minds: Translating insights from psychology and neuroscience to gifted education (pp. 37-54). Storrs: University of Connecticut, National Research Center on the Gifted and Talented.
41.
GrantH.DweckC. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541-553. doi:10.1037/0022-3514.85.3.541
42.
GuskinS. L.OkoloC.ZimmermanE.PengC. 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
43.
HalpernJ.LuriaL. (1989). Labels of giftedness and gender-typicality: Effects on adults’ judgments of children’s traits. Psychology in the Schools, 26, 301-310. doi:10.1002/1520-6807
44.
HamachekD. E. (1978). Psychodynamics of normal and neurotic perfectionism. Psychology, 15, 27-33.
45.
HawkinsC. C.WattH. M. G.SinclairK. E. (2006). Psychometric properties of the Frost Multidimensional Perfectionism Scale with Australian adolescent girls: Clarification of multidimensionality and perfectionist typology. Educational and Psychological Measurement, 66, 1001-1022. doi:10.1177/0013164405285909
46.
HertzogN. (2003). Impact of gifted programs from the students’ perspective. Gifted Child Quarterly, 47, 131-143. doi:10.1177/001698620304700204
47.
HewittP.FlettG. (1991). Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychopathology. Journal of Personality and Social Psychology, 60, 456-470. doi:10.1037/0022-3514.60.3.456
48.
HickeyM.TothL. (1990). The effects of labeling children gifted: A review of the literature. Early Child Development and Care, 63, 149-151.
49.
HogeR.RenzulliJ. (1993). Exploring the link between giftedness and self-concept. Review of Educational Research, 63, 449-465.
50.
HotterS. (1986). A study of the self-concept and attitude toward gifted and general students and of teacher attitude toward these students. Unpublished manuscript, The University of Iowa. University Microfilms International, Ann Arbor, MI.
51.
KaminsM.DweckC. (1999). Person vs process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35, 835-847. doi:10.1037/0012-1649.35.3.835
52.
KawamuraK. Y.HuntS. L.FrostR. O.DiBartoloP. M. (2001). Perfectionism, anxiety, and depression: Are the relationships independent?Cognitive Therapy and Research, 25, 291-301. doi:10.1023/A:1010736529013
KulikJ. A. (1992). An analysis of the research on ability grouping: Historical and contemporary perspectives (RBDM 9204). Storrs: University of Connecticut, National Research Center on the Gifted and Talented.
55.
LoCiceroK. A.AshbyJ. S. (2000). Multidimensional perfectionism in middle school age gifted students: A comparison to peers from the general cohort. Roeper Review, 22, 182-185. doi:10.1080/02783190009554030
56.
MakelM. C.SnyderK. E.ThomasC.MaloneP. S.PutallazM. (2015). Gifted students’ implicit beliefs about intelligence and giftedness. Gifted Child Quarterly, 59, 203-212. doi:10.1177/0016986215599057
57.
ManasterG.ChanJ.WattC.WieheJ. (1994). Gifted adolescents’ attitudes towards their giftedness: A partial replication. Gifted Child Quarterly, 38, 176-178. doi:10.1177/001698629403800404
58.
MarshH. W.ChessorD.CravenR.RocheL. (1995). The effects of gifted and talented programs on academic self-concept: The big fish strikes again. American Educational Research Journal, 32, 285-319. doi:10.3102/00028312032002285
McCoachD. B. (2000). The School Attitude Assessment Survey–Revised (SAAS-R). Unpublished instrument.
61.
McCoachB.SiegleD. (2003). The School Attitude Assessment Survey–Revised: A new Instrument to identify academically able students who underachieve. Educational and Psychological Measurement, 63, 414-429. doi:10.1177/0013164403063003005
MofieldE. L.Chakraborti-GhoshS. (2010). Addressing multidimensional perfectionism in gifted adolescents with affective curriculum. Journal for the Education of the Gifted, 33, 479-513. doi:10.1177/016235321003300403
64.
MofieldE. L.Parker PetersM. (2015a). Multidimensional perfectionism within gifted suburban adolescents: An exploration of typology and comparison of samples. Roeper Review, 37, 97-109. doi:10.1080/02783193.2015.1008663
65.
MofieldE. L.Parker PetersM. (2015b). The relationship between perfectionism and overexcitabilities in gifted adolescents. Journal for the Education of the Gifted, 38, 405-427. doi:10.1080/02783193.2015.1008663
66.
MofieldE. L.Parker PetersM.Chakraborti-GhoshS. (2016). Perfectionism, coping, and underachievement in gifted adolescents: Avoidance vs. approach orientations. Education Sciences, 6, 1-22. doi:10.3390/educsci6030021
67.
MoultonP.MoultonM.HousewrightM.BaileyK. (1998). Gifted & talented: Exploring the positive and negative aspects of labeling. Roeper Review, 21, 153-154. doi:10.1080/0278319980955395
68.
MuellerC. M.DweckC. 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
NeihartM. (1999). The impact of giftedness on psychological well-being: What does the empirical literature say?Roeper Review, 22, 10-17. doi:10.1080/02783199909553991
71.
NeihartM.PfeifferS. I.CrossT. (2016). What have we learned, what should we do next? In NeihartM.PfeifferS.CrossT. (Eds.), The social and emotional development of gifted children: What do we know? (pp. 283-298). Waco, TX: Prufrock Press.
72.
Olszewski-KubiliusP.KuliekeP.KrasneyN. (1988). Personality dimensions of gifted adolescents: A review of the empirical literature. Gifted Child Quarterly, 32, 347-352. doi:10.1177/001698628803200403
73.
OmmundsenY.HaugenR.LundT. (2005). Academic self-concept, implicit theories of ability, and self-regulation strategies. Scandinavian Journal of Educational Research, 49, 461-474. doi:10.1080/00313830500267838
74.
ParkerW. D.MillsC. J. (1996). The incidence of perfectionism in gifted students. Gifted Child Quarterly, 40, 194-199. doi:10.1177/001698629604000404
75.
ParkerW. D.PortesovaS.StumpfH. (2001). Perfectionism in mathematically gifted and typical Czech students. Journal for the Education of the Gifted, 25, 138-155.
76.
PintrichP. R.DeGrootE. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. doi:10.1037/0022-0663.82.1.33
77.
QuartA. (2006). Hothouse kids: The dilemma of the gifted child. New York, NY: Penguin Press.
78.
QuihuisG.BempechatJ.JimenezN.BoulayB. (2002). Implicit theories of intelligence across academic domains: A study of meaning making in adolescents of Mexican descent. New Directions for Child and Adolescent Development, 96, 87-100. doi:10.1002/cd.45
79.
ReisS. M.McCoachD. B. (2000). The underachievement of gifted students: What do we know and where do we go?Gifted Child Quarterly, 44, 152-170. doi:10.1177/001698620004400302
80.
RenzulliJ. (2012). A theory of giftedness based on the anticipated social roles of high potential youth. In SubotnikR. F.RobinsonA.CallahanC. M.JohnsonP. (Eds.), Malleable minds: Translating insights from psychology and neuroscience to gifted education (pp. 119-140). Storrs: University of Connecticut, National Research Center on the Gifted and Talented.
81.
RicciM. C. (2013). Mindsets in the classroom: Building a culture of success and student achievement in schools. Waco TX: Prufrock Press.
82.
SchmidtJ.ShumowL.Kackar-CamH. (2017). Does mindset intervention predict students’ daily experience in classrooms? A comparison of seventh and ninth graders’ trajectories. Journal of Youth and Adolescence, 46, 582-602. doi:10.1007/s10964-016-0489-z
83.
SchulerP. (1994). Goals and work habits survey. Unpublished instrument, University of Connecticut, Storrs.
84.
SchulerP. A. (2000). Perfectionism and gifted adolescents. Journal of Secondary Gifted Education, 11, 183-196. doi:10.1177/0272431613487603
85.
SchulerP. A. (2002). Perfectionism in gifted children and adolescents. In NeihartM.ReisS. M.RobinsonN. M.MoonS. M. (Eds.), The social and emotional development of gifted children: What do we know? (pp. 71-79). Waco, TX: Prufrock Press.
See TanL.Kian TanK.SurendranD. (2016). Gifted underachievement. In NeihartM.PfeifferS.CrossT. (Eds.), The social and emotional development of gifted children: What do we know? (pp. 91-92). Waco, TX: Prufrock Press.
89.
ShaunesseyE.SuldoS. M.FriedrichA. (2011). Mean levels and correlates of perfectionism in International Baccalaureate and general education students. High Ability Studies, 22, 61-67. doi:10.1080/13598139.2011.576088:
90.
ShihS. (2011). Perfectionism, implicit theories of intelligence, and Taiwanese eighth-grade students’ academic engagement. Journal of Educational Research, 104, 131-142. doi:10.1080/00220670903570368
91.
SiegleD. (2012). Recognizing both effort and talent: How do we keep from throwing the baby out with the bathwater? In SubotnikR. F.RobinsonA.CallahanC. M.JohnsonP. (Eds.), Malleable minds: Translating insights from psychology and neuroscience to gifted education (pp. 233-244). Storrs: University of Connecticut, National Research Center on the Gifted and Talented.
92.
SiegleD.RubensteinL.PollardE.RomeyE. (2010). Exploring the relationship of college freshman honors students’ effort and ability, attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, 92-101. doi:10.1177/0016986209355975
93.
SilvermanL. K. (1997). The construct of asynchronous development. Peabody Journal of Education, 72, 36-58.
94.
SilvermanL. K. (2011). Beliefs about ability. Images: Michigan Alliance for Gifted Education Newsletter, 21, 1-13.
95.
SimontonD. D. (2001). Talent development as a multidimensional multiplicative, and dynamic process. Current Directions in Psychological Science, 10, 39-43.
96.
SladeP. D.OwensR. G. (1998). A dual process model of perfectionism based on reinforcement theory. Behaviour Modification, 22, 372-390. doi:10.1177/01454455980223010
97.
SnyderK. E.BargerM. M.WormingtonS. V.Schwartz-BloomR.Linnenbrink-GarciaL. (2013). Identification as gifted and implicit beliefs about intelligence: An examination of potential moderators. Journal of Advanced Academics, 24, 242-258. doi:10.1177/1932202x13507971
98.
SnyderK. E.MalinJ. L.DentA. L.Linnenbrink-GarciaL. (2014). The message matters: The role of implicit beliefs about giftedness and failure experiences in academic self-handicapping. Journal of Educational Psychology, 106, 230-241. doi:10.1037/a0034553
99.
SowaC.McIntireJ.MayK.BlandL. (1994). Social and emotional adjustment themes across gifted children. Roeper Review, 17, 95-98. doi:10.1080/02783199409553633
100.
Speirs NeumeisterK. (2007). Perfectionism in gifted students: An overview of current research. Gifted Education International, 23, 122-131.
101.
Speirs NeumeisterK. (2016). Perfectionism in gifted students. In NeihartM.PfeifferS.CrossT. (Eds.). The social and emotional development of gifted students: What do we know? (pp. 29-40). Waco, TX: Prufrock Press.
102.
Speirs NeumeisterK.FinchH. (2006). Perfectionism in high-ability students: Relational precursors and influences on achievement motivation. Gifted Child Quarterly, 50, 238-251. doi:10.1177/001698620605000304
103.
Speirs NeumeisterK. L.WilliamsK. K.CrossT. L. (2009). Gifted high-school students’ perspectives on the development of perfectionism. Roeper Review, 31, 198-206. doi:10.1080/02783190903177564
104.
Steenbergen-HuS.MakelM. C.Olszewski-KubiliusP. (2016). What one-hundred years of research says about the effects of ability grouping and acceleration on K-12 students’ academic achievement: Findings of two second-order meta-analysis. Review of Educational Research, 86, 849-899. doi:10.3102/0034654316675417
105.
StoeberJ.OttoK. (2006). Positive conceptions of perfectionism: Approaches, evidences, challenges. Personality and Social Psychology Review, 10, 295-319.
106.
StoeberJ.RambowA. (2007). Perfectionism in adolescent school students: Relations with motivation, achievement, and well-being. Personality and Individual Differences, 42, 1379-1389. doi:10.1016/j.paid.2006.10.015
107.
StumpfH.ParkerW. D. (2000). A hierarchical structural analysis of perfectionism and its relation to other personality characteristics. Personality and Individual Differences, 28, 837-852. doi:10.1016/S0191-8869(99)00141-5
108.
SubotnikR. F.Olszewski-KubiliusP.WorrellF. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Sciences in the Public Interest, 12, 3-54. doi:10.1177/1529100611418056
109.
TermanL. M.OdenM. H. (1947). The gifted child grows up: 25 years’ follow-up of a superior group. Stanford, CA: Stanford University Press.
110.
TiesoC. (2003). Ability grouping is not just tracking anymore. Roeper Review, 26, 29-36. doi:10.1080/02783190309554236
111.
VandiverB. J.WorrellF. C. (2002). The reliability and validity of scores on the Almost Perfect Scale–Revised with academically talented middle school students. Journal of Secondary Gifted Education, 13, 108-119. doi:10.4219/jsge-2002-372
112.
VanTassel-BaskaJ. (2012). Case analysis of issues. In SubotnikR. F.RobinsonA.CallahanC. M.JohnsonP. (Eds.), Malleable minds: Translating insights from psychology and neuroscience to gifted education (pp. 257-266). Storrs: University of Connecticut, National Research Center on the Gifted and Talented.
113.
VuykM. A.KrieshokT. S.KerrB. A. (2016). Openness to experience rather than overexcitabilities. Gifted Child Quarterly, 60, 192-211. doi:10.1177/0016986216645407
114.
WardV. (1961). Educating the gifted: An axiomatic approach. Columbus, OH: Charles Merrill.
115.
WeinerJ. B. (1992). Psychological disturbance in adolescence (2nd ed.). New York, NY: Wiley.
116.
WhitmoreJ. R. (1980). Giftedness, Conflict, and Underachievement. Boston, MA: Allyn & Bacon.
117.
WiersemaJ. A.LickliderB.ThompsonJ. R.HendrichS.HaynesC.ThompsonK. (2015). Mindset about intelligence and meaningful and mindful effort: It’s not my hardest class any more!Learning Communities Research and Practice, 3, 1-15. Retrieved from http://washingtoncenter.evergreen.edu/lcrpjournal/vol3/iss2/3
118.
WorrellF. C. (2012). Mindsets and giftedness: Assumptions and implications. In SubotnikR. F.RobinsonA.CallahanC. M.JohnsonP. (Eds.), Malleable minds: Translating insights from psychology and neuroscience to gifted education (pp.153-164). Storrs: University of Connecticut, National Research Center on the Gifted and Talented.
