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'You are so smart!' : the role of giftedness, parental feedback, and parents' mindsets in predicting students' mindsets

Michiel Boncquet, Jeroen Lavrijsen, Maarten Vansteenkiste (UGent) , Karine Verschueren and Bart Soenens (UGent)
(2022) GIFTED CHILD QUARTERLY. 66(3). p.220-237
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Abstract
Although it has been hypothesized that gifted students are at risk for adopting a fixed mind-set, research revealed inconsistent results. We aimed to clarify this by differentiating between two operationalizations of giftedness (high cognitive ability and formal identification as gifted) and how these relate to students' beliefs about intelligence and effort. Also, we examined the role of parental antecedents on students' beliefs. Participants were 3,329 seventh-grade students and their parents. Only being labeled as gifted was related to adopting a fixed mind-set. Regarding parental antecedents, parents' intelligence and effort beliefs were related to students' corresponding beliefs. Furthermore, parental feedback was associated with students' beliefs, which was most pronounced when student-reports of feedback were used. In particular, person-oriented feedback related positively to a fixed mind-set and negatively to students' appreciation of the role of effort in academic performance, while process-oriented feedback showed the opposite pattern. Theoretical and practical implications are discussed.
Keywords
education, giftedness, implicit beliefs, latent mean differences, parenting, structural equation modeling, IMPLICIT THEORIES, GROWTH MINDSET, FIT INDEXES, CHILDRENS MOTIVATION, PROCESS PRAISE, SELF-REPORT, INTELLIGENCE, BELIEFS, ABILITY, ACHIEVEMENT

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Citation

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MLA
Boncquet, Michiel, et al. “‘You Are so Smart!’ : The Role of Giftedness, Parental Feedback, and Parents’ Mindsets in Predicting Students’ Mindsets.” GIFTED CHILD QUARTERLY, vol. 66, no. 3, 2022, pp. 220–37, doi:10.1177/00169862221084238.
APA
Boncquet, M., Lavrijsen, J., Vansteenkiste, M., Verschueren, K., & Soenens, B. (2022). “You are so smart!’ : the role of giftedness, parental feedback, and parents” mindsets in predicting students’ mindsets. GIFTED CHILD QUARTERLY, 66(3), 220–237. https://doi.org/10.1177/00169862221084238
Chicago author-date
Boncquet, Michiel, Jeroen Lavrijsen, Maarten Vansteenkiste, Karine Verschueren, and Bart Soenens. 2022. “‘You Are so Smart!’ : The Role of Giftedness, Parental Feedback, and Parents’ Mindsets in Predicting Students’ Mindsets.” GIFTED CHILD QUARTERLY 66 (3): 220–37. https://doi.org/10.1177/00169862221084238.
Chicago author-date (all authors)
Boncquet, Michiel, Jeroen Lavrijsen, Maarten Vansteenkiste, Karine Verschueren, and Bart Soenens. 2022. “‘You Are so Smart!’ : The Role of Giftedness, Parental Feedback, and Parents’ Mindsets in Predicting Students’ Mindsets.” GIFTED CHILD QUARTERLY 66 (3): 220–237. doi:10.1177/00169862221084238.
Vancouver
1.
Boncquet M, Lavrijsen J, Vansteenkiste M, Verschueren K, Soenens B. “You are so smart!’ : the role of giftedness, parental feedback, and parents” mindsets in predicting students’ mindsets. GIFTED CHILD QUARTERLY. 2022;66(3):220–37.
IEEE
[1]
M. Boncquet, J. Lavrijsen, M. Vansteenkiste, K. Verschueren, and B. Soenens, “‘You are so smart!’ : the role of giftedness, parental feedback, and parents’ mindsets in predicting students’ mindsets,” GIFTED CHILD QUARTERLY, vol. 66, no. 3, pp. 220–237, 2022.
@article{01GSSZ8TQ5NKQR7GKP3ZFQFTEN,
  abstract     = {{Although it has been hypothesized that gifted students are at risk for adopting a fixed mind-set, research revealed inconsistent results. We aimed to clarify this by differentiating between two operationalizations of giftedness (high cognitive ability and formal identification as gifted) and how these relate to students' beliefs about intelligence and effort. Also, we examined the role of parental antecedents on students' beliefs. Participants were 3,329 seventh-grade students and their parents. Only being labeled as gifted was related to adopting a fixed mind-set. Regarding parental antecedents, parents' intelligence and effort beliefs were related to students' corresponding beliefs. Furthermore, parental feedback was associated with students' beliefs, which was most pronounced when student-reports of feedback were used. In particular, person-oriented feedback related positively to a fixed mind-set and negatively to students' appreciation of the role of effort in academic performance, while process-oriented feedback showed the opposite pattern. Theoretical and practical implications are discussed.}},
  articleno    = {{00169862221084238}},
  author       = {{Boncquet, Michiel and Lavrijsen, Jeroen and Vansteenkiste, Maarten and  Verschueren, Karine and Soenens, Bart}},
  issn         = {{0016-9862}},
  journal      = {{GIFTED CHILD QUARTERLY}},
  keywords     = {{education,giftedness,implicit beliefs,latent mean differences,parenting,structural equation modeling,IMPLICIT THEORIES,GROWTH MINDSET,FIT INDEXES,CHILDRENS MOTIVATION,PROCESS PRAISE,SELF-REPORT,INTELLIGENCE,BELIEFS,ABILITY,ACHIEVEMENT}},
  language     = {{eng}},
  number       = {{3}},
  pages        = {{00169862221084238:220--00169862221084238:237}},
  title        = {{'You are so smart!' : the role of giftedness, parental feedback, and parents' mindsets in predicting students' mindsets}},
  url          = {{http://doi.org/10.1177/00169862221084238}},
  volume       = {{66}},
  year         = {{2022}},
}
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