How do school children and adolescents perceive the nature of talent development? A case study from Finland

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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.
Original languageEnglish
Article number4162957
JournalEducation Research International
Volume2017 (2017)
Number of pages8
Publication statusPublished - 2017
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences

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