The Impact of Mind-Set on the Performance of Gifted and Non-Gifted Students

• In Event: Poster Session 14
  In Poster Session: Goals, Mind-Sets, and Motivation

Abstract

The present study investigated the influence of mindset on problem-solving of gifted and non-gifted students. 148 gifted and non-gifted students from Grades 6,7, and 8 solved five mathematical and five language problems in two different mindset conditions (i.e., growth vs. fixed). Furthermore, students’ ideas about the malleability of intelligence were investigated. Results showed that gifted students in the growth mindset condition scored higher than gifted students in the fixed mindset condition on both math and language items. These differences were not found for non-gifted students. Findings of the present study indicate that the impact of a growth and fixed mindset are different for gifted and non-gifted students. In particular, gifted students benefitted more from a growth mindset than non-gifted students.

Authors

• Remigius M. Rikers, University College Roosevelt

• Inge Wester

• Jaap Glerum, University College Roosevelt

• Ingrid Snijders, HZ University of Applied Sciences