NotesFAQContact Us
Search Tips
Back to results
ERIC Number: EJ1045824
Record Type: Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1084-6522
Growth Mindset of Gifted Seventh Grade Students in Science
Esparza, Julie; Shumow, Lee; Schmidt, Jennifer A.
NCSSSMST Journal, v19 n1 p6-13 Spr 2014
Through secondary analysis of data collected in middle school science classrooms, this study (a) compared gifted and regular students' beliefs about the malleability of intelligence in science; (b) investigated whether teaching gifted and talented middle-school students about malleability of the brain and study skills helped them to develop a growth mindset (Dweck, 2000), and (c) examined whether there were teacher effects in the impact of the intervention. Compared to the general student population, gifted and talented students were more likely to endorse the idea that intelligence is malleable, but there was considerable variability among gifted students' mindset beliefs. Results of a mixed between-within subjects ANOVA showed a large effect size in the impact of the six week mindset intervention (Brainology) among the gifted and talented students. While strong teacher effects on growth mindset were found among students in the general population who participated in the intervention, similar teacher effects were not found among the gifted and talented students. A growth mindset is particularly important for gifted students because they are at risk for both under-achievement and perfectionism, which may hinder them from reaching their potential.
National Consortium of Secondary STEM Schools. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Middle Schools; Junior High Schools; Grade 7; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A