How Do School Children and Adolescents Perceive the Nature of Talent Development? A Case Study from Finland
Bibliographic Data
| ID | 5686512 |
|---|---|
| Authors | Elina Kuusisto (0000-0001-5003-547X), Sonja Laine (0000-0003-1245-1856), Kirsi Tirri (0000-0001-5847-344X) |
| Editors | Lieven Verschaffel (0000-0002-5283-6470) |
| Year | 2017 |
| Volume | 2017 |
| Issue | 1 |
| Publication date | 2017-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Research International (JOURNAL) |
| Journal identifiers | ISSN: 2090-4010 • E-ISSN: 2090-4002 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1155/2017/4162957 |
| OpenAlex | W2743771934 |
| Language | EN |
| Citations received | 12 |
| References cited | 34 |
This article examines how school children and adolescents (N = 607) perceive the nature of talent development. More particularly it is investigated whether students perceive intelligence and giftedness as developing or as inherent and how students' perspectives on talent development are related to their learning outcomes. Participants were students in elementary (n = 200), lower secondary (n = 256), and upper secondary school (n = 151). The results showed that students perceived the nature of intelligence as more malleable than giftedness. Along with this domain-specific variance, there were also age and gender related differences in students' perceptions. By examining the relation between implicit beliefs and students' academic achievements, it was found that growth-oriented views about intelligence, but fixed ideas about giftedness, indicated higher math grades. The results suggest that the relationship between implicit beliefs and academic outcomes might not be as straightforward as previous studies have suggested
Developmental psychology · Mathematics education · Cognitive Abilities and Testing · Education, Achievement, and Giftedness · Psychology · Youth Development and Social Support
Implementing and Evaluating Growth Mindset Pedagogy – A Study of Finnish Elementary School Teachers
Finnish and Estonian teachers’ views on the nature of intelligence
Non-Native Gifted Students in a Finnish Teacher Training School
How Mindsets, Academic Performance, and Gender Predict Finnish Students’ Educational Aspirations
Do Special and General Education Teachers’ Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices
Assessment mindset
Gifted and non-gifted students’ differences on textually explicit, textually implicit, and script-based L2 reading items
In search of a growth mindset pedagogy
Language mindsets and gender as predictors of foreign language classroom anxiety among university students
The role of growth mindset in shaping teachers' intercultural competencies
Finnish teachers’ mindsets and conceptions of neuroplasticity
The role of mindsets in culturally responsive teaching
Math–Gender Stereotypes in Elementary School Children
Parent Praise to 1- to 3-Year-Olds Predicts Children's Motivational Frameworks 5 Years Later
Growth mindset tempers the effects of poverty on academic achievement
Rethinking Giftedness and Gifted Education
An Implicit Theories of Personality Intervention Reduces Adolescent Aggression in Response to Victimization and Exclusion
Improving adolescents' standardized test performance
Academic and emotional functioning in middle school
When Depression Mediates the Relationship Between Entity Beliefs and Performance
Adolescents' implicit theories predict desire for vengeance after peer conflicts
Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence
Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition
| Unique citing works | 12 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |