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

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Kuvaus

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.
Alkuperäiskielienglanti
Artikkeli4162957
LehtiEducation Research International
Vuosikerta2017 (2017)
Sivumäärä8
ISSN2090-4002
DOI - pysyväislinkit
TilaJulkaistu - 2017
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

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abstract = "This article examines how school children and adolescents (N = 607) perceive the nature of talent development.More particularlyit is investigated whether students perceive intelligence and giftedness as developing or as inherent and how students’ perspectiveson 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 asmore malleable than giftedness. Along with this domain-specific variance, there were also age and gender related differences instudents’ perceptions. By examining the relation between implicit beliefs and students’ academic achievements, it was found thatgrowth-oriented views about intelligence, but fixed ideas about giftedness, indicated higher math grades.The results suggest that therelationship between implicit beliefs and academic outcomes might not be as straightforward as previous studies have suggested.",
keywords = "516 Educational sciences",
author = "Elina Kuusisto and Sonja Laine and Kirsi Tirri",
year = "2017",
doi = "10.1155/2017/4162957",
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How do school children and adolescents perceive the nature of talent development? A case study from Finland. / Kuusisto, Elina; Laine, Sonja; Tirri, Kirsi.

julkaisussa: Education Research International, Vuosikerta 2017 (2017), 4162957, 2017.

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

TY - JOUR

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AU - Laine, Sonja

AU - Tirri, Kirsi

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N2 - This article examines how school children and adolescents (N = 607) perceive the nature of talent development.More particularlyit is investigated whether students perceive intelligence and giftedness as developing or as inherent and how students’ perspectiveson 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 asmore malleable than giftedness. Along with this domain-specific variance, there were also age and gender related differences instudents’ perceptions. By examining the relation between implicit beliefs and students’ academic achievements, it was found thatgrowth-oriented views about intelligence, but fixed ideas about giftedness, indicated higher math grades.The results suggest that therelationship between implicit beliefs and academic outcomes might not be as straightforward as previous studies have suggested.

AB - This article examines how school children and adolescents (N = 607) perceive the nature of talent development.More particularlyit is investigated whether students perceive intelligence and giftedness as developing or as inherent and how students’ perspectiveson 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 asmore malleable than giftedness. Along with this domain-specific variance, there were also age and gender related differences instudents’ perceptions. By examining the relation between implicit beliefs and students’ academic achievements, it was found thatgrowth-oriented views about intelligence, but fixed ideas about giftedness, indicated higher math grades.The results suggest that therelationship between implicit beliefs and academic outcomes might not be as straightforward as previous studies have suggested.

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