International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2022, Vol. 18(3) 91-104

The Characteristics of Gifted Students’ Perceptions of Intelligence

Dilek İlhan Beyaztaş

pp. 91 - 104   |  DOI:   |  Manu. Number: MANU-2106-14-0006.R1

Published online: June 01, 2022  |   Number of Views: 93  |  Number of Download: 184


This study aims to determine the characteristics of gifted students’ perceptions of intelligence and the effective factors in the formation of these perceptions. The research is based on the explanatory sequential mixed-methods design. The research group consists of gifted students studying general ability in the fifth and seventh grades at Erzincan Science and Art Center. According to quantitative data of the study, the arithmetic means of the incremental theory of intelligence were higher than those of the fixed theory of intelligence on the basis of gender and grade level variables. However, qualitative data indicated that 9 (75%) of 12 students perceived intelligence as fixed.

Keywords: Gifted, Growth Mindset, Fixed Mindset, Perception of Intelligence

How to Cite this Article?

APA 6th edition
Beyaztas, D.I. (2022). The Characteristics of Gifted Students’ Perceptions of Intelligence . International Journal of Progressive Education, 18(3), 91-104. doi: 10.29329/ijpe.2022.439.7

Beyaztas, D. (2022). The Characteristics of Gifted Students’ Perceptions of Intelligence . International Journal of Progressive Education, 18(3), pp. 91-104.

Chicago 16th edition
Beyaztas, Dilek Ilhan (2022). "The Characteristics of Gifted Students’ Perceptions of Intelligence ". International Journal of Progressive Education 18 (3):91-104. doi:10.29329/ijpe.2022.439.7.

  1. Autor, D., & Wasserman, M. (2013). Wayward sons: The emerging gender gap in education and labor markets. Third Way. Retrieved from d-sons-the-emerging-gender-gap-in-labor-markets-and-education. [Google Scholar]
  2. Bandura, A. (1995). Self efficacy in changing societies. Cambridge: Cambridge University Press. [Google Scholar]
  3. Brock, A. & Hundley, H. (2016). The growth mindset coach: a teacher's month-by-month handbook for empowering students to achieve. Ulysses Press: USA. [Google Scholar]
  4. Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at school. Upper Saddle River, N.J: Prentice Hall. [Google Scholar]
  5. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, California: Sage Publications. [Google Scholar]
  6. Dupeyrat, C. & Marine´, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model returning to school adults. Contemporary Educational Psychology, 30, 43–59. [Google Scholar] [Crossref] 
  7. Dweck, C.S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press. [Google Scholar]
  8. Dweck, C. (2012). Growth mindset: how you can fulfil your potential.  London: Robinson. [Google Scholar]
  9. Elliott, E.S. & Dweck, C.S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5–12. [Google Scholar] [Crossref] 
  10. Elo, S. & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. [Google Scholar] [Crossref] 
  11. Esparza, J., Shumow, L., & Schmidt, J. A. (2014). Growth mindset of gifted seventh grade students in science. NCSSSMST Journal, 19(1), 6-13. [Google Scholar]
  12. Haimovitz, K., Wormington, S.V. & Corpus, J. (2011). Dangerous mindsets: How beliefs about intelligence predict motivational change. Learning and Individual Differences 21(6), 747–752. [Google Scholar] [Crossref] 
  13. Hoh, P.S. (2008). Cognitive characteristics of the gifted. In J. A. Plucker & C. M. Callahan, Critical issues and practices in gifted education: What the research says (1st ed., pp. 57–83). Prufrock Press. [Google Scholar]
  14. İlhan-Beyaztaş, D. & Hymer, B. (2016). An analysis of Turkish students perception of intelligence from primary school to university. Gifted Education International, 34 (1), 19-35.  [Google Scholar] [Crossref] 
  15. Kirsi, T. (2017). Teacher education is the key to changing the identification and teaching of the gifted, Roeper Review, 39:3, 210-212, DOI: 10.1080/02783193.2017.1318996 [Google Scholar]
  16. Laine, S., Kuusisto, E., & Tirri, K. (2016). Finnish teachers’ conceptions of giftedness. Journal for the Education of the Gifted, 39(2), 151−167. doi: 10.1177/0162353216640936 [Google Scholar] [Crossref] 
  17. Lee, K. (1996). A study of teacher responses based on their conceptions of intelligence. Journal of Classroom Interaction, 31(Summer), 1-12. [Google Scholar]
  18. Lynott, D. J. & Wolfolk, A. E. (1994). Teachers’ implicit theories of intelligence and their educational goals. Journal of Research and Development in Education, 27 (Summer), 253-264. [Google Scholar]
  19. Mesler, R. M., Corbin, C. M., & Martin, B. H. (2021). Teacher mindset is associated with development of students' growth mindset. Journal of Applied Developmental Psychology, 76, 101299. [Google Scholar] [Crossref] 
  20. Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. SAGE. [Google Scholar]
  21. Mofied & Peters (2018). Mindset misconception? comparing mindsets, perfectionism, and attitudes of achievement in gifted, advanced, and typical students. Gifted Child Quarterly, 62(4), 327-349. [Google Scholar] [Crossref] 
  22. Mueller, C. M. & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75, 33-52. [Google Scholar] [Crossref] 
  23. Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement.  Psychological science, 26(6), 784-793. [Google Scholar] [Crossref] 
  24. Rattan, A., Good, C., & Dweck, C. S. (2012). “It’s ok – Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 102, 731–737. jesp.2011.12.012 [Google Scholar] [Crossref] 
  25. Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 60(3), 180–184.  [Google Scholar]
  26. Siegle, D., Rubenstein, L.D., Pollard, E. & Romey, E. (2010) Exploring the relationship of college freshmen honors students’ effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54(2), 92–101. [Google Scholar] [Crossref] 
  27. Sternberg, R.J. (2005). The theory of successful intelligence. Interamerican Journal of Psychology, 39(2), 189-202. [Google Scholar] [Crossref] 
  28. Stipek, D. ve Gralinski, H. (1996). Children’s theories of intelligence and school performance. Journal of Educational Psychology, 88, 711–723. [Google Scholar]
  29. Tavşancıl, E. & Aslan, A. E. (n.d.). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri. Epsilon yayınevi. [Google Scholar]
  30. Tirri, K. (2016). Holistic Perspectives on Gifted Education for the 21st Century. In Ambrose, D. & Sternberg, R. (Eds). Giftedness and Talents in the 21st century,101-110. Boston: Sensepublishers. [Google Scholar]
  31. Van Bemmel, A.W. (2014). Implicit theories of intelligence of gifted students in secondary education. Unpublished master's thesis, Utrecht University, Utrecht. [Google Scholar]
  32. Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2018). Gifted Students. Annual Review of psychology, 70, 551–576. https://doi:10.1146/annurev-psych-010418-102846 [Google Scholar] [Crossref] 
  33. Yeager, D. et al. (2021). Teacher mindsets help explain where a growth mindset intervention does and doesn’t work. Psychological Science,(in press). [Google Scholar]