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This chapter discusses the promotion of optimal mind-sets among gifted children. Students need to hear the message that effort increases their ability. Discussing the developmental nature of giftedness and the maleability of the brain with students helps to promote this message. Equally important is the mind-set parents and teachers hold, as well as the ways they encourage students to excel. The key is to separate the recognition of the talent from the attribution for how the talent came to fruition. Challenging curriculum supports growth mind-sets. When work is not challenging, gifted students earn good grades without putting forth substantial effort. Researchers and practitioners have speculated on the possible negative effects of being able to earn high grades with limited effort, and a fixed mind-set may be one of them. A challenging curriculum helps students learn to recover from setbacks and understand the importance of effort. Having a mind-set that does not foster coping with setbacks inhibits the movement from ability to eminence. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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Talented students who are unmotivated to engage in academic tasks frustrate parents, educators, and psychologists (Colangelo, 2003; Renzulli, Reid, & Gubbins, 1991). When the National Research Center on the Gifted and Talented conducted a national survey of educator concerns, the underachievement of gifted students topped the list (Renzulli et al., 1991). It is similarly a concern of psychologists and counselors. Colangelo (2002) suggested the “most intense counseling focus” (p. 14) for gifted students is underachievement. Colangelo (2003) also noted that underachievement is the problem that counselors in his Center most often addressed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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In the Achievement Orientation Model, giftedness involves performance, rather than some measure of potential. Although we agree that individuals vary greatly on their potential to achieve, ultimately their accomplishments determine their giftedness rather than their latent potential. Therefore, our model supports a developmental perspective of giftedness that fits well with the work of those who support a talent development approach to giftedness. Although we do not attempt to address who is or is not gifted with our model, we do address what attitudes and beliefs gifted individuals possess when they pursue achievement. The Achievement Orientation Model addresses the beliefs individuals have about themselves and their environment when those conditions exist. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: chapter)
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This chapter is based on a research project that produced some "hard data" to support the assertion made earlier stating that the field has changed its mind about the conception of giftedness and the types of information that should be used in the identification process. Strong agreement was found among classroom teachers, gifted education teachers, administrators, and consultants (experts in the field and state directors) from urban, suburban, and rural districts. Overall, respondents disagreed with a totally test-score approach and supported approaches that used individual expression, ongoing assessment, and context-bound identification procedures. Furthermore, they strongly agreed with the importance of using multiple criteria for the identification of gifted and talented children. This study has important implications about the need for change in both policy and identification practice and its most valuable use to the field is that it should be brought to the attention of policy makers responsible for developing state and district guidelines. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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- Entre 2000 y 2026 (4)