Abstract
Research concerning beliefs about the malleability of personal characteristics has recently turned to a focus on heterogeneity, including the exploration of moderators of intervention effectiveness and construct-specificity of implicit beliefs. This moving beyond a mean-level approach can provide insight into the differential types of implicit beliefs endorsed by individuals. In the current study, we used data from 163 pre-service teachers to explore heterogeneity in beliefs about intelligence and giftedness. Analyses from survey data suggest both concordance (dual-incremental, dual-neutral, and dual-entity) and discordance (entity-giftedness, incremental-intelligence) in beliefs. Responses to a pictorial prompt also revealed belief heterogeneity regarding the participants' conceptual beliefs about how academic giftedness and intelligence relate. Findings suggest that pre-service teachers endorse fairly construct-specific implicit beliefs about giftedness and intelligence, consistent with prior research among academically talented adolescents.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
